
Class LEU 

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Twentieth Century 

Educational 

Problems 



by 

Alexander Copeland Millar, A. M., 
President of Hendrix College 



HINDS & NOBLE, Publishers 
4-5-6-12-13-14 Cooper Institute, New York City 

Schoolbooks of all publishers at one store 



THE LIBRARY OF 

CONGRESS, 
Two Copies Received 

MAY, 13 1901 

Copyright entry 

CLASS^^XXc. No. 

COPY 3. 






COPYRIGHT, igOI, BY HINDS & NOBLK 



Twentieth 
Century 
Educational 
Problems 




Inscribed 

to 

Bishop E. R. Hendrix, D.D., L. L. D., 

My Teacher And College President, 

Who First Suggested To Me High 

And Inspiring Ideals For 

Educational Organization 



CONTENTS 

PAGE 

PREFACE. VII 

INTRODUCTION. IX 

I. THE RELATION OF CHURCH AND STATE TO 

EDUCATION, . . . . .1 

II. THE GENUINE UNIVERSITY, . . .20 

III. OPINIONS CONCERNING THE UNIVERSITY, 35 

IV. PROGRESS TOWARD THE UNIVERSITY IDEA, 52 

V THE DEVELOPMENT OF THE UNIVERSITY 

ILLUSTRATED, . . . .62 

VI. THE PROVINCE OF THE COLLEGE, . . 94 

VII. OPINIONS CONCERNING THE COLLEGE, . Ill 

VIII. THE TYPICAL COLLEGE, . . . I37 

IX. RELATION OF THE PUBLIC HIGH SCHOOL 

TO THE COLLEGE, .... 154 

X. THE ACADEMY, OR FITTING SCHOOL, . 1 68 
XL CORRELATION OF CHURCH SCHOOLS, . 189 

XII. UNIFORM REQUIREMENTS FOR DEGREES, 2IO 

XIII. VISIONS AND DREAMS, . . * .226 



PREFACE. 



The discussions following are the result of a 
profound conviction, growing and partly ex- 
pressed during the closing decade of the nine- 
teenth century, that there should be a clearer 
understanding of the special functions of the 
several types of institution comprising our half- 
developed but rapidly crystallizing educational 
system, and that with fuller understanding would 
come nobler ideals resulting in a more practical 
because a more fraternal harmony of endeavor; 
and a mighty uplifting effort in which all those 
influences now operating divergently shall join 
forces along lines prayerfully planned for the 
ultimate good of the common cause. 

Several of these chapters were originally pre- 
pared for addresses or review articles and have 
been slightly modified for their present use. 

Only a few phases of the higher education 
have been broached; the treatment has not 
been exhaustive; nor has an attempt been made 
to adhere to the rigidly logical in the arrange- 
ment of topics. 

vii 



Preface 

Opinions of leading educators have been 
freely quoted in order that the trend of contem- 
porary thought may be set forth. It is hoped 
that these opinions, disjoined from their original 
setting, may not seem to modify the meaning of 
the writers. 

The statistics have been gathered from the 
latest catalogues and official reports, as far as 
possible, and may be considered fairly reliable. 

Frequent reference to Methodist educational 
work will seem justified, we hope, by the fact 
that these discussions were inspired largely by 
the " Twentieth Century Educational Move- 
ment," which was inaugurated by the Wesleyan 
Methodist Church in England and by the Meth- 
odist Episcopal Church, South, in America. 

This popular " Movement " now enlisting 
nearly all the Protestant churches, is gaining in 
volume and promises to pour a mighty flood of 
consecrated wealth into Christian institutions of 
learning for richer and holier service in the 
Twentieth Century. 

Hendrix College, March 1st, 1901. 

viii 



INTRODUCTION 



With modest pride and devout thanksgiving, 
the brotherhood of Chirstian educators of all de- 
nominations, at the close of the nineteenth cen- 
tury has pointed to the achievements in educa- 
tional progress by which, under the hand of God, 
from feeble beginnings has been developed the 
present mighty, though yet imperfectly organ- 
ized system. 

Realizing that numerical increase and grow- 
ing social influence involve larger and larger re- 
sponsibilities, this mighty brotherhood, before 
projecting its enormous force into the twentieth 
century, pauses to consider the stupendous un- 
dertaking of overcoming the world — pauses, 
not with timid shrinking from a hopeless task, 
but with calm courage begotten of faith, to de- 
cide what readjustment may best serve to win 
and hold the nations for the Master. As Moses, 
instructed in all the wisdom of the Egyptians; as 

ix 



Introduction 

Paul, brought up at the feet of Gamaliel; as 
Luther, the product of the German university, 
were prepared intellectually for a heroic and im- 
mortal work, so Wesley, as a student of Christ- 
church College and fellow of Lincoln College, 
Oxford, received that liberal training which fitted 
him to become the founder of a cosmopolitan 
spiritual movement; and so many another master 
spirit in education has had his Christian char- 
acter fortified by the intellectual discipline of 
the higher education. True, — Moses at Horeb 
must in the burning bush see God; Paul on the 
Damascus road must meet his Lord; Luther on 
his knees at Rome must learn that the just shall 
live by faith; and Wesley in Aldersgate street 
must through faith in Christ feel his heart 
strangely warmed. Each must go through re- 
fining fire, but each by liberal culture had de- 
veloped mental character, which, under divine 
heat became a mighty uplifting force. Conse- 
crated enthusiasm felt the world its parish. Con- 
secrated intellect planned for conquest. The 
university, through the sanctified culture of 
trained Christian intellects, was transmitted into 
cosmic creed, practical polity, and personal 

x 



Introduction 

piety. Learning spiritualized has become life. 
Egypt, Tarsus, Wittenberg, Oxford — each 
lives through intellectual power refined by 
heaven's fire. 

Although essentially a movement for holier 
living, Methodism, for example, is the product 
of profound and thoroughly trained minds, and 
has always acknowledged her debt to the 
schools. True to her scholarly origin and her 
divine mission she has fostered leraning, but 
with more zeal than discretion has planted many 
schools in stony ground where quickly springing 
up they withered for lack of soil. 

Like the mighty century just closing, Meth- 
odism has been expansive, but like the vigorous 
century now opening, she must be intensive. 
The other denominations, also eager in their en- 
thusiasm for broader culture, both mental and 
spiritual, must, in fact do, stand shoulder to 
shoulder. Land and sea have been compassed; 
now there must be deep planting for perman- 
ency, and careful tillage for larger and richer 
fruitage. The pioneer must clear and burn and 
plow. His son subsoils, fertilizes, and replants, 
Without compromise of principles or loss of 

xi 



Introduction 

faith the church must adapt her agencies to an 
everchanging civilization, not influenced by en- 
vironment so much as she impresses her own 
ideals upon her environment. Even the un- 
trained observer sees, in the growth of the public 
school, in the multiplication of technical schools, 
and in the marvelous expansion of college and 
university, that more and more the school is to 
enter into the life of the people; consequently it 
is not strange that the leaders of Methodism, 
analyzing the elements of success, should de- 
cide to increase and strengthen her facilities for 
consecrating intellect and for intellectualizing 
consecration, and acting forthwith on this pro- 
found conviction should set in motion the Twen- 
tieth Century Educational Movement for ade- 
quate endowment and thorough equipment for 
the higher education. The practical wisdom of 
this statesmanlike proposal is demonstrated by 
its instant approval by all evangelical churches. 
On its face the Movement seems to be merely 
an organized effort to secure a paltry sum which 
could without impoverishment be given by any 
one of a hundred wealthy men. In reality the 
Movement has far deeper significance. It 

xii 



Introduction 

means not simply to provide for the superior 
culture of a few who may attend the higher 
school, but, by the concurrent discussion and the 
systematic dissemination of enlightened vfsws 
on the subject, to educate the whole body of 
church workers to a fuller appreciation of the 
things of mind, and to the opportunity to trans- 
mute dollars into stronger and holier humanity. 
It also means on the part of many intelligent but 
hitherto only slightly interested Christians the 
careful consideration of certain vital, but neg- 
lected, educational problems. Such men, im- 
mersed in their intense pursuits, are, as their 
children enter the various schools, vaguely con- 
scious of the trend of current education, but usu- 
ally they either dismiss the subject as one out- 
side their sphere, or become absorbed in some 
peculiar phase or fad that has forced itself into 
their work-a-day experience. Thus they often 
have prejudices for or against the public school, 
manual training, commercial education, the col- 
lege, the university, co-education, and State or 
denominational schools; but are unable satisfac- 
torily to explain or defend their prepossessions, 
and yet oftimes they by their social or profes- 

xiii 



Introduction 

sional prestige stand seriously in the way of edu- 
cational harmony and progress. 

As practical wisdom demands the best use of 
all resources, as genuine Christianity requires 
conservation of good and the correlation of up- 
lifting forces, the following discussions are sub- 
mitted, not in a dogmatic spirit to compel ac- 
ceptance, but to arrest the attention and secure 
the thoughtful consideration of those men who 
would intelligently face the issues of the new 
century. 



xiv 



TWENTIETH CENTURY 
EDUCATIONAL ' 

PROBLEMS 



CHAPTER I. 

THE RELATION OF THE CHURCH AND 
STATE TO EDUCATION 

If man were a being whose temporal and 
eternal interests were distinct, or if a clear line 
of demarcation between the intellectual and the 
spiritual could be drawn, it might be easy to de- 
fine accurately the respective spheres of Church 
and State. But life is a unit with overlapping 
periods and interblending aspects. Time has 
not ended, but eternity has begun. 



Church and State 

The physical conditions the intellectual, and 
the intellectual conditions the spiritual; while in 
turn the spirit uses the intellect, and the intellect 
uses the body. The State may be concerned 
solely with the interests that make for worldly 
welfare, and the Church may treat man strictly 
as a probationer for heaven, yet both will often 
deal with the same questions. If honesty is nec- 
essary for civic prosperity, it is no less essential 
to celestial citizenship. If love is the supreme 
law of the kingdom of heaven, it is not thereby 
unconstitutional in the realm of Caesar. It is 
not then surprising that in the field of education 
Church and State are alike deeply interested, 
albeit they may approach the question from op- 
posite viewpoints and accordingly may lay stress 
upon different elements as essential. The State 
must have trained intellect, but may neglect the 
strictly spiritual life. The Church must culti- 
vate the religious nature, but may ignore the 
mental development as such. True, neither 
course is safe, but each is possible, and history 
furnishes examples of both. 

Without endangering freedom of conscience 
Church and State may not be organically united, 



Their Relation 

and yet each in its sphere may serve the other; 
while both co-operating should strive to bestow 
upon every youth the very noblest opportunity. 
Although not a luxury to be enjoyed by a few, 
education is expensive, hence the State with its 
large revenue-raising power is able to provide 
the means. 

The Church by high and holy motives may 
induce voluntary contributions. By her per- 
vasive leavening power she may influence in 
some degree the spiritual life of all schools 
whether State or denominational. 

In a country like the United States, with a 
multiplicity of churches, with the State, protect- 
ing all alike, but directly fostering none, neither 
Church nor State can honorably withdraw from 
the work of education. However, it does not 
necessarily follow that each must attempt to cul- 
tivate the whole field. If both had superabund- 
ant resources and no phase of educational 
endeavor were neglected, there could be no ser- 
ious objection to parallel efforts; but when 
actual illiteracy is too glaringly in evidence, and 
the masses are, speaking relatively, receiving too 
meager a training; and while hardly three in a 



Church and State 

thousand enjoy the higher advantages, it seems 
almost suicidal folly for Church and State to 
cover in a feeble way practically the same 
ground. The correlation of forces and the con- 
servation of energy are principles which should 
be regnant in educational affairs. Naturally the 
question arises whether it is feasible to apply 
these principles when the relation of Church 
schools to State schools is involved? 

At the risk of appearing doctrinaire, a theory 
may be advanced to serve as a basis of discussion 
in the settlement of this moot question. 

I. The Church may be said to be concerned 
with the problem of being, the State with the 
problem of doing. The former desires the man 
to be right, the latter desires him to do right. 
The Church deals with ideal, the State with act- 
ual life. These phases of life are reciprocal, and 
mutually reflex. This principle indicates roughly 
the kinds of education which Church and State 
respectively may properly attempt. The line of 
demarcation cannot be drawn absolutely, but 
may be reasonably approximated. 

II. Home influences should be potent in the 
making of the man. The Church is home writ- 



Their Relation 

ten large; hence, as the youth's distance from 
the home increases, the force of the larger home 
should be more and more delivered upon him in 
order that the spiritual stream may not diminish. 

III. The relation of the people to different 
kinds of education is such, that, in the very na- 
ture of the case, the revenue-raising power of the 
State may with less controversy be invoked for 
certain phases than for others. This principle 
in some measure rests on expediency, and so far 
forth it is secondary to the two principles an- 
nounced above. 

Without fuller argument the general accuracy 
of these three propositions will be assumed in 
the discussion of their practical application to 
twentieth century education. 

The home may not be ideal, yet, unless it is 
actually and flagrantly violating the rights - of 
childhood, it is to be respected and its sanctity 
safeguarded. No encomium ever pronounced 
upon the true home is an exaggeration. Con- 
sequently the first and best education must be 
in the cradle and at the fireside. By parental 
care and instruction the earliest physical, intel- 
lectual, and religious wants are supplied. In the 



Church and State 

home of wealth the maid and the governess may- 
supplement, but should not supplant the parents. 
As the sacredness of the trust becomes more 
fully realized, as the work of the expanding life 
is more truly appreciated, parenthood will be 
considered a calling whose duties must not be 
thoughtlessly assumed; and are to be disre- 
garded only at the peril of immoral interests. 
Adequate preparation and heroic devotion will 
be expected. The product of the home will be 
prized above the output of farm and factory. 
Here Church and State and school are ideally 
integrated. Good as the home may be, it does 
not after the first six to eight years supply all the 
elements for full and harmonious development. 
Changing points of social contact, a more formal 
discipline, and a more accurate scholarship are 
needed. 

At this stage in the educational program the 
State may very properly provide all the facilities 
necessary to strictly intellectual development, 
and the three principles postulated may be fairly 
well brought into service. 

The first principle is recognized by the public 
school, because, during the greater part of his 

6 



Their Relation 

public school career, the child still lives at home, 
where the character is largely developed; while 
the State through public school facilities is culti- 
vating the facilities and furnishing materials for 
the more varied use of all the mental activities. 
The man may be thoroughly good without this 
public school training, but his usefulness would 
be limited; hence in giving the child elementary 
schooling the State prepares him to increase 
his usefulness. 

The second principle is met, because the home 
with its multiplied opportunities may dominate 
the religious life, and the Church, through the 
Sabbath school and divers instrumentalities, be- 
gins to supplement the home influence, and to 
accomplish for the spiritual life what the State is 
doing for the intellectual. 

The third principle here finds its readiest ap- 
plication, because the tax is paid by the com- 
munity benefited, and practically all the children 
are reached; hence objections to a public school 
tax are few and feeble. 

For harmonious co-operation in public school 
endeavor certain principles must guide the 
several instrumentalities involved. 



Church and State 

I. The Church must studiously avoid any 
tendency to exploit the public school in the in- 
terest of any particular denomination, or in an- 
tagonism to any recognized denomination; but 
should be satisfied to exert her influence through 
the home and by other legitimate agencies. Ap- 
preciating the value of community training the 
Church will seldom enter the realm of elemen- 
tary education, except to provide for those 
whose domestic environment is radically and 
persistently inadequate. 

II. The State must yield to no denominational 
demand for distinctively sectarian instruction or 
sectarian teachers as such; but, recognizing that 
the best moral life is religious and that it seldom 
reaches its fullest flower outside of some de- 
nominational relationship, the State must respect 
all, not by ignoring all in selecting undenomina- 
tional teachers, but by employing those who 
represent the best religious life of the several 
denominations; in other words, without allowing 
her elementary schools to become in any sense 
sectarian, the State must safeguard the religious 
interests of every child by keeping irreligion out 
of the schoolroom, Taxing all for the people's 

8 



Their Relation 

school, the State may justly require all to accept 
her training, unless satisfied that the child is re- 
ceiving adequate instruction in other schools. 
Out of respect for the private conscience the 
State will not in any wise hinder voluntary en- 
terprise, whether Church or private, in elemen- 
tary education; but, to protect the child against 
possible parental or ecclestical narrowness, must 
demand that private schools shall conform to 
certain reasonable requirements. 

III. The home must not exact of the school 
religious instruction more sectarian in one di- 
rection than it would be willing to grant to 
other sectarians in a different direction. It 
is highly important, both for the maintenance 
of genuine domestic religion and for the wel- 
fare of the child, that the home should 
not, because the child is enjoying school and 
Church privileges, lose the full sense of responsi- 
bility for its religious instruction. Perhaps the 
greatest danger in American life to-day is the 
shifting of responsibility for ethical training 
from the home to the Church and the school. 
These agencies are intended to increase the 



Church and State 

child's advantages by supplementing the in- 
fluences of home, not by transplanting nor by 
supplanting them. 

Without discussing the details of secondary 
education, let it here suffice to postulate that at 
the age of fourteen the child should be ready 
for more advanced or new subjects and for some- 
what different methods of teaching and disci- 
pline. These should be provided in the public 
high school or in the denominational academy. 

In every city and town and in rural districts 
where numbers and means permit, provision 
should be made at public expense to carry the 
school four or five years beyond the elemen- 
tary period. Here again home and State and 
Church may co-operate as fully as in the lower 
school. However, there are many communities 
in which circumstances forbid the maintenance 
of strong, permanent secondary schools, yet the 
youth in these less favored localities are by na- 
ture as much entitled to the higher training. 
Shall the State undertake to meet their needs 
by organizing boarding departments in the city 
high schools or by establishing country high 
schools? 

10 



Their Relation 

By such a plan the first principle may be 
worked out, since the instruction may be made 
technical rather than liberal; but the conditions 
of the second and third principles could not be 
properly achieved. The youth, still immature 
and needing the influences of home, would be 
wholly removed from the home, and yet few 
compensating safeguards would be supplied by 
the State. If the urban school must receive the 
non-resident youth the ordinary discipline based 
on the co-operation of the home must he modi- 
fied, or else the non-resident youth would lack 
proper supervision. Either alternative would 
affect injuriously the one or the other class of 
students, the local or the non-resident; a mixed 
discipline is fraught with many difficulties, and is 
peculiarly difficult to administer. 

To organize separate country schools would 
raise questions connected with taxation. The 
communities supporting their own high schools 
could not justly be taxed twice. The rural dis- 
tricts with income insufficient to maintain good 
elementary schools should not be compelled to 
carry the additional burden, while the large 
numbers, who, acting under the second prin- 

ii 



Church and State 

ciple, would patronize schools in which the 
Church would supply the religious influence, 
ought not to be forced to pay for a school which 
they can not use. 

If the principles enunciated are approximately 
feasible, the State can legitimately support only 
secondary schools for the youth who is still in 
the home. The Church feels that at this point 
plainly begins her responsibility for the etsablish- 
ment of schools; and this solicitude should be 
respected and strengthened by the State, because 
the State can not, like the Church, supply that 
strong ethical element which absence from the 
home necessitates. 

The denominational academy is a practical 
necessity, and with proper encouragement will be 
founded wherever there is an opening. Mission- 
ary zeal and denominational self-interest will 
make it strong and reduce the student's expenses 
even more than the State would attempt to do. 
The State should clearly announce the inclusion 
of such schools in its educational scheme, and 
should accord them recognition and protection 
by charter, plainly defining their duties, their 
privileges and their limitations, and by inspec- 

12 



Their Relation 

tion and supervision hold them to reasonable 
standards. Free from the fear of State compe- 
tition, but required by the State to meet certain 
conditions, these schools, instead of being edu- 
cational Ishmaelites and nondescripts, would 
have a well recognized place and become real 
factors in the educational system alongside the 
schools of the Church and of the State. 

Beyond the high school, for those who seek 
broader opportunities, is the college, which takes 
the still immature but rapidly maturing youth, 
and for three or four years after the secondary 
period, gives training for mental and moral cul- 
ture. The college seeks to form the man, not 
the artisan as such nor the professional. Its 
work, then, is largely, almost exclusively, with 
life development, and as this work must usually 
be done far from home, the Church rather than 
the State should be charged with the important 
duty. Because of the small number who will re- 
ceive the college education and the apparent re- 
moteness of the college from the work of the 
world, the justice of taxing all for the support 
of the college is not so obvious even as in the 
case of the high school. The Church believes 

13 



Church and State 

in the largest possible development of the man 
and stops not to count values in the terms of 
the mart, hence the Church instinctively feels 
obligated to maintain the college. Held mor- 
ally responsible for their work by the State, 
limited to a legitimate sphere by definite charter, 
sufficiently supervised to guarantee respectable 
standards, and protected from the overwhelming 
competition of a single institution backed by the 
commonwealth, the denominational college 
would render the State rich service in sending 
out men of symmetrical character and holy pur- 
pose, loyal to both Church and State, because 
indebted to both and prejudiced against neither. 
Altogether beyond the high school, because 
requiring at least the secondary scholarship; and 
in many respects beyond the college, because 
requiring collegiate maturity and preferably col- 
legiate training, stands the university, an insti- 
tution for those who know their bent and who 
seek profound scholarship or definite prepara- 
tion for some special pursuit. The first princi- 
ple finds easy application; because the genuine 
university will receive only persons who have 
determined to specialize and are qualified by 

14 



Their Relation 

preliminary training to do so. As the State is 
concerned in having thoroughly trained citizens 
for farm and for factory, for office and for school, 
it may very consistently maintain an institution 
to sharpen into specialists those who have 
equipped themselves to receive the special train- 
ing. The second* principle may not be so ob- 
vious in its application, since the student has 
presumably emerged from the supervision of the 
home. Yet, though now perhaps severed from 
the home of his youth, he has reached that ma- 
turity which qualifies him to become a home- 
maker, and may be regarded as contemplating 
that responsibility, and the sense of approaching 
responsibility will steady him, while his personal 
relation to the Church will bring the new rela- 
tion into his life in the most practical way. 

The third principle is supported by the belief 
current among the people that a well trained 
worker in any field renders valuable service to 
the public, and by the growing desire among all 
classes for special preparation for practical life. 
Hence taxation for the university seems reas- 
onable. Besides the cost of a great and con- 
stantly expanding university can more readily 

15 



Church and State 

be assumed by the State than by the individual 
or the Church. The aggregate expense is very 
large, but the per capita tax upon the citizen 
is small. 

If, for any reason, it were deemed expedient 
to organize a strictly collegiate department in 
connection with the university, such department, 
like the denominational college, should derive 
its support from those who demand it. Only 
in this way can the State avoid the unseemly and 
ungenerous competition with the separate col- 
leges, which are a necessity to the life of the 
people, and which a high sense of honor would 
lead the State to protect. 

To prevent misunderstanding the following 
explanatory observations must be made. 

I. The terms " Church " and "State" are 
used to represent respectively any distinct de- 
nominational or civic unit. 

II. The history of education as well as the 
existing conditions in the several churches and 
States are not to be ignored. The development 
of institutions in States so different in their 
population, for example, as Massachusetts, 
Michigan, California, Mississippi and Tennessee, 

16 



Their Relation 

will preclude close conformity to one type even 
under the influence of the same general princi- 
ples. Each church and each State will have its 
own viewpoint and will solve its own problem 
in its own way. There may thus be unity of 
purpose without absolute identity in results. 

III. Strictly private and undenominational 
educational enterprises have not been discussed, 
because Church and State cannot undertake 
either to depend on them or to oppose them. 
Under certain circumstances they may be potent 
factors, but as related to Church and State they 
must be considered incidental. 

IV. The argument for a genuine university, 
maintained in each State at public expense, is 
not intended to prevent each denomination from 
establishing a great university to stand at the 
head of its own system of schools, but, as such 
university would be located and managed with 
reference to the needs of the Church, the State 
should not depend on it to meet the popular de- 
mand for facilities for the education of special- 
ists. 

V. Each denomination is really under the 
necessity of having at least one great central uni- 

17 



Church and State 

versity with which its colleges may be correlated. 
Each church must have a symmetrical system, 
topped by an institution in which leaders, 
thoroughly in sympathy with her policy and 
polity, may be trained. 

VI. Carrying out Washington's great pur- 
pose, a national university in the District of Co- 
lumbia should be organized to be the comple- 
ment and the supplement of all. With the un- 
rivaled facilities offered by the various depart- 
ments at Washington, an institution, unique in 
character and interfering with no other could be 
maintained at comparatively small cost. Its 
establishment would mark a new era in Ameri- 
can education and would be the most appro- 
priate tribute which Congress could pay to the 
memory of the noble Washington. 

VII. It is assumed that in' the evolution of 
educational institutions many of the existing 
ones are merely transition forms. The univer- 
sities of the nineteenth century are merely over- 
grown collges, and have neither dropped alto- 
gether the ways oi the college nor put on all of 
the dignity of the twentieth century university. 
During the last decade there has been a rapid 

18 



Their Relation 

differentiation of institutions, which will doubt- 
less continue till college and university shall 
each occupy a place conceded and respected by 
the other. 



CHAPTER II. 
THE GENUINE UNIVERSITY. 

The last thirty years have witnessed marvelous 
changes in curriculum and method of university 
and of college. Most of these institutions are 
still in the throes of evolution amounting almost 
to revolution, but, judged by their recent pro- 
gress, they will, in the next decade, adjust them- 
selves more fully to their new conditions and 
gird themselves for the strenuous race of the' 
beckoning century. 

At present the universities are overgrown 
colleges, and frequently their supporters en- 
deavor to justify their retention of strictly col- 
legiate functions by rebuking the genuine 
college for undetraking to carry on the real 
work of the college proper. 

In order that the purpose of this discussion 
may at the outset be clearly apprehended, the 
leading proposition is briefly premised, as fol- 
lows : In their purpose and methods there is a 

20 



The Genuine University 

broad and marked distinction between the uni- 
versity and the college, and the time has come 
when the strong leading institutions should 
recognize this distinction by reorganizing as 
genuine universities without undergraduate de- 
partments. 

Whatever may have been the conditions in the 
past, it is evident that according to their educa- 
tion our people are divided into three classes: 
(i) By far the largest class consists of those who 
have acquired merely the rudiments, sufficient 
to enable them to read and intelligently to dis- 
charge the ordinary duties of the common walks 
of life. (2) The second class is small and in- 
cludes those who have been trained to habits of 
correct reasoning and have delved in a variety 
of subjects far enough to be able to appreciate 
them thoroughly and to understand reasonably 
well any topic in literature, science, philosophy, 
politics, or religion; whose education, in short, 
is liberal, both for enriching and strensrtheninp\ 
(3) The third class, also small, embraces those 
who by special attention to a few subjects have 
prepared themselves to teach, or to investigate 
further, or to follow some profession requiring 

21 



The Genuine University 

unusual knowledge and skill. Without the first 
class are the illiterate. Between the first and 
second are many who have gone beyond the 
rudiments and yet fall far short of a liberal edu- 
cation. Among the third class are some who, 
outside of their specialty, would fall into the first 
class. 

Now, after the purely domestic training, 
there are three distinct periods in the education 
of every man who is liberally and professionally 
educated. From the age of seven to seventeen, 
as far as his school life is concerned, he is learn- 
ing those things which are necessary to save 
him from pitiable ignorance and which are funda- 
mental to all further intellectual advancement. 
From seventeen to twenty-one he is discovering 
himself, and largely increasing his stock of in- 
formation and forming character. During the 
last three years of the first period there is a 
gradual shading off so that the transition, ex- 
cept as it is marked by a change of schools, is 
not abrupt. At twenty-one the student is fully 
a man, but merely a man knowing his intel- 
lectual bent and ready to follow it further, 
through three or four years of intense applica- 

22 



The Genuine University 

tion to his specialty. At twenty-five he should 
be a man plus the qualifications for his life work. 

Corresponding to these three periods are, or 
should be, three sharply differentiated schools, 
(i) elementary, including high schools and 
academies; (2) colleges, and (3) universities. 

The elementary schools are usually public 
schools. The children are under complete 
parental control and oversight, except for a few 
hours five days in the week. The parents may 
largely control the school itself. In the large 
towns and in cities the high school usually 
crowns the system. This is the finishing school 
for the majority and must be the liberal institu- 
tion, the college, for the masses; and at the same 
time it should be the preparatory school for the 
prospective collegian. Under the present man- 
agement of colleges and universities it is often 
next to impossible for the public high school effi- 
ciently to prepare students for college, hence 
private academies or fitting schools have been 
established in many places. While these will, 
doubtless, always be necessary for students in 
sparcely settled districts, the system should per- 
mit every boy in town or city to prepare for 

23 



The Genuine University 

college in his local high school. The public 
school need not be further discussed in this 
article, except as it may incidentally bear upon 
the college question. The college should re- 
ceive the seventeen-year-old boy and devote its 
energies to the making of the man. Specializ- 
ing should be studiously avoided, lest the man 
be dwarfed in the making of a specialist weak 
for lack of true manhood. The university 
should receive graduates only and do only post- 
graduate and professional work. The merits of 
the whole question may be summed up in the 
argument for the last proposition. 

I. For the best interests of the student he 
should not pursue his under-graduate or bachel- 
or's course in a university. Character, broad, 
strong, liberal, is the one thing about which all 
education should be deeply concerned. That 
education which neglects or depreciates char- 
acter training is dangerous. That education 
which does not make character training its su- 
preme aim is weak. The boy of seventeen or 
even nineteen, coming from high school or 
academy, is an embryonic man. He has all of 
a man's appetites, passions, ambitions, and 

24 



The Genuine University 

weaknesses, without a man's experience and 
strength. Left largely to his own pilotage, he 
is in great danger of drifting into nameless evils, 
or at best of becoming one-sided and abnormally 
developed. Guided by a wise and loving coun- 
selor, he will avoid perils otherwise unseen and 
profit by the experience of his elders. In the 
present so-called university, the undergraduate, 
no matter how tender his age, nor how little his 
experience, is put merely under the nominal 
oversight of a professor, whom he seldom meets; 
but he is in reality turned loose, one of a thou- 
sand, to drift for himself. He may be absent 
from his room every night, attending balls, 
theatres, and wine or card parties, and ranging 
freely in all the city's haunts of vice; but, if he 
escapes the police, is not seen drunk on the 
campus, attends his classes with some degree 
of regularity, makes fair recitations, and passes 
on examination, he will graduate, an A. B.; but, 
if not a moral wreck, yet lacking in that strong 
development of true character to which he is 
justly entitled. In the small college (every 
college should be small), while he is treated as 
a man and put upon his honor, he is still under 

25 



The Genuine University 

certain reasonable regulations, and goes in and 
out daily before the faculty and the whole 
student body in such a manner that his habits 
are known and, if bad, corrected; or he is dis- 
missed. He is personally acquainted with every 
professor, and under the immediate guidance of 
the president, who studies his character, points 
out his weaknesses, and helps him to develop 
symmetrically. The university president or pro- 
fessor may be a great man, but, failing to touch 
the student, imparts little of his personality. 
Christ, the great teacher, came in contact with 
those whom he healed and blessed. The most 
successful teachers have followed his example. 
The university, if unmindful of these lessons may 
invite the unformed youth into an environment 
dangerous in the extreme. 

II. By requiring comparatively few courses, 
allowing a wide range of electives, and permit- 
ting the student at entrance, or at the end of the 
freshman year, to choose his electives, the uni- 
versity with undergraduate department defeats 
the second purpose for which a student attends 
college, namely, the deliberate and intelligent 
choice of his life work. The present require- 

26 



The Genuine University 

ments and privileges of the university are prac- 
tically based on the assumption that the matricu- 
late is a man with perfected plans and ready to 
specialize almost from the beginning; while, as* 
a fact, the youth, fresh from high school, is a 
boy, having studied only a few things, and these 
elementary; having seen little of real life, and 
having tried his powers definitely on nothing 
that is related to his future business or profes- 
sion. This youth may imagine that he has an apti- 
tude for law, and elects accordingly, not dream- 
ing that the study of geology might reveal in him 
a scientific bent wholly unsuspected. The univer- 
sity may help this boy to become a weak lawyer, 
when he ought to be a successful geologist. The 
small college, offering only a few electives, takes 
the student through a wide range of subjects, thus 
trying his powers in almost every direction, and 
doing this, too, under the close personal guid- 
ance of intimate friends, his teachers, who, freely 
conferring and comparing his proficiency in the 
several studies, can advise him intelligently con- 
cerning his vocation. Peculiar to American 
civilization are its changeableness and its uncer- 
tainty. Men, influenced by fancy, enter the 

27 



The Genuine University 

wrong profession and change to another in 
middle life, failing in the first for lack of apti- 
tude, in the second for want of preparation. The 
'^university with undergraduate department may 
in practice virtually relegate many a bright man 
to needless mediocrity, to possible failure. 

III. By allowing the student to devote much 
time to a few studies and to omit many, the so- 
called liberal institution takes the liberality and 
richness out of education. The university 
bachelor may have studied physics, chemistry 
and biology until he can discourse fluently about 
electricity, hydrocarbons, and biogenesis, but he 
may know little of botany, geology, mineralogy, 
and astronomy. While the small college does 
not go to the bottom of any subject, it requires 
the student to take a sufficient number of courses 
to save him from the embarrassment of dense 
ignorance of common subjects. A liberally 
educated man must know somewhat of many 
things so that he may never walk unsteadily. 

IV. With youthful instructors in the lower 
classes and the lecture system in the higher 
classes the make-believe university does injustice 
to the student. Attracted by the fame of Prof, 

28 



The Genuine University 

Syntax and Dr. Atom, a student enters the uni- 
versity and pays $100 to $150 for tuition and 
correspondingly high rates for board and lodg- 
ing. For the first year and often through the 
second he is instructed by young assistants and 
is fortunate if he even meets the celebrated men 
for whose instruction he has paid so high a 
price. During the junior and senior years he 
ruins his chirography taking notes as the learned 
professors lecture (?) on delicate points which an 
undcrgarduate does not appreciate and soon for- 
gets, or on some subject much better presented 
in a good text-book. During the first two years 
the student is disappointed in the instructor and 
during the last two in the instruction. ^"Tn the 
small college scholarly and experienced profes- 
sors teach the lower as well as the higher classes, 
and instead of allowing the student to sleep 
under lectures and to play while preparing for 
a quiz, they develop him by hard lessons and 
daily exercises which compel the student rather 
than the professors to work. Let the two be 
separated and each stand on its own merits. The 
university has soundly berated the colleges re- 
taining preparatory departments. The logic is 

2 9 



The Genuine University- 
good, but logic applies with even greater force 
to the abolition of the undergraduate depart- 
ment of the university; because the transition 
from preparatory school to college is less marked 
than that from college to university. 

V. By attempting to raise its undergraduate 
standard above that of the genuine college the 
university can disorganize all classes of schools, 
and work a great hardship upon all lesser institu- 
tions and so upon the people. By demanding too 
much in Latin, Greek, and mathematics for ad- 
mission to the freshman class the university can 
make it practically impossible for public high 
schools to prepare students. The public high 
schools, unable to prepare students for the uni- 
versity and unwilling to send them to the smaller 
colleges, graduate the youth without any pre- 
dilection for the more liberal education. Few 
boys can afford to attend the large university in 
which the expenses are seldom less than $500 a 
year, and yet they hardly dare enter the small 
institution, because the university and its 
feeders, the academies, have brought college 
education under suspicion by looking askance at 
college degrees. The academy education is 

30 



The Genuine University 

more expensive than collegiate and yet does not 
take its place in producing liberally educated 
men, because the academy has in view only one 
thing, preparation for a university freshman 
class. In order to make their degrees equal to 
a university degree the colleges are almost 
forced to attempt too much and cannot succeed 
without large endowments. At present there is 
inadequate correlation of educational forces and 
little conservation of educational energy, and the 
university is the disturbing element. 

VI. The university may prevent the proper 
multiplication of liberally educated men in the 
professions. To complete both a bachelor's and 
a professional course in a university requires so 
much time and money that few men will under- 
take it; especially, as nearly all professional 
schools receive men without collegiate training 
and must offer elementary courses adapted to 
their limitations. As a public school or academy 
student may easily enter the professional schools, 
only a genuine love of culture or a keen appre- 
ciation of ultimate values will urge a student 
through a long and expensive bachelor's course. 

The case against the university as at present 

3i 



The Genuine University 

organized is strong. Almost anyone of the 
specifications is convincing. The American 
people, patient but practical, will demand that 
the university take the place that will enable it 
to become a real leader. 

How may this be accomplished? 

Let the richly endowed universities resolve to 
receive no undergraduates after a certain date. 
Let them begin their post-graduate courses 
about one year lower than at present, and re- 
quire two years' work for masters' degrees and 
four for doctors'. Let the well-endowed acade- 
mies become colleges, and let the colleges re- 
ceive into the freshman class the youth of six- 
teen or seventeen who have a year less of Latin 
and Greek, but more of English, literature, 
science, history, and modern language. While 
offering classical, literary, and scientific courses, 
with a few electives in each, let these colleges 
require a fair knowledge of many subjects rather 
than special training in a few, and pay particular 
attention to the development of character. With 
six or eight good professors, with moderate 
equipment, and a small endowment, a small 
college may do honest and satisfactory work 

32 



The Genuine University 

with 200 to 300 students, and many such insti- 
tutions should spring up and thrive. The uni- 
versities devoting all of their royal incomes to 
post-graduate and professional courses would at- 
tract a large and constantly increasing number 
of the college graduates. Admitting only de- 
gree men to their professional departments, the 
universities could so strengthen their courses 
that the best minds would be drawn, and in time 
it would become a reproach to take a course in 
a professional school which did not exact high 
scholastic entrance requirements. Thus our 
specialists would become more liberal and at the 
same time stronger specialists. The colleges, 
co-operating with the high schools all over the 
land, would be filled and the number of liberally 
educated men and women would be greatly 
multiplied. Unembarrassed by invidious com- 
parison with the university, the colleges would 
become its loyal supporters, and the university, 
dependent on them for its material, would foster 
and encourage them. Such a university would, 
doubtless, at first lose in numbers; but, as the 
sower throws away handfuls and is poorer till 
the harvest fills his barns, so must the university 

33 



The Genuine University 

gain by loss. And even were there no ultimate 
increase, yet, as it is the duty of the educator to 
set a high standard and work toward it at what- 
ever cost, so the university may be an exemplar 
and hold itself ready for sacrifice to maintain a 
lofty ideal. With their millions at interest these 
institutions could be independent of mere num- 
bers. The pride in numbers has possessed them 
to their hurt. 

The time is ripe for a change. In our vast 
population a few great colleges cannot educate 
all aspirants; nor can they afford to ignore and 
disparage the small college. They fear to lower 
their entrance requirements, and they ostracize 
the college that demands less. Let them abolish 
their undergraduate courses and at a bound rise 
to their proper sphere. Will these strong insti- 
tutions continue to be obstructionists? or will 
they clear the way for a grand upward move- 
ment, and as worthy leaders press forward to 
the mighty achievements promised by the new 
century? 



34 



CHAPTER III. 

OPINIONS CONCERNING THE UNI- 
VERSITY. 

Prof. Ladd, of Yale University, writing twelve 
years ago, thus argues: 

" In this country, up to the present time, 
there has existed no form of educational in- 
stitution which we can call the American uni- 
versity, if by this term we intend to designate 
something other and higher than the Ameri- 
can college, with its possible attachment of one 
or more professional schools. Any one pos- 
sessed of the requisite information knows at 
once what is meant by the university of 
France, the English universities, or a Ger- 
man university; but no one can become so 
conversant with facts as to tell what an Amer- 
ican university is. It would be by no means 
fair, however, to sum up the history of the 

35 



The University 

development of this institution with the curt 
sentence: 'There are no universities in Amer- 
ica.' A large number of schools have sprung 
up in our West, some private and some state 
institutions, most of which have but veiled 
thinly over their deficiencies in scientific qual- 
ity, equipment, and force and aim in teaching, 
by putting on the title of university. Yale 
(and to a greater extent, Harvard) has 
chang'ed rapidly in the effort to validate this 
title. Johns Hopkins has made a noble start 
toward the realization of a high ideal, and var- 
ious other institutions have given notice of 
their claims to be, or intentions to become, 
genuine universities. Still, it is scarcely less 
true than it was a score of years ago that, 
although there may be universities in America, 
no one can tell what an American univer- 
sity is." 

While it may not be easier today than when 
Prof. Ladd wrote, to select a university and 
affirm that it is the American university, still it 
is undoubtedly true that several of the older in- 
stitutions have so rapidly developed, and several 
new ones have been so organized that it is not 

36 



Opinions 

difficult to separate them from the other four 
hundred and say that they are the universities 
of America, not because of their endowment and 
large enrolment, although these are significant, 
but because of the character of work which they 
are more and more attempting to do. 

Prof. Ladd very properly distinguishes four 
grades of education: the primary, the secondary, 
the higher, and the university; the last being in 
a very inchoate condition. He further says: 

" The first-rate scientific schools and the 
colleges give what is entitled to be called 
higher education. Beyond all this lies so 
much of the strictly university education as 
is mingled with the later years of the higher 
education, or is taught in so-called graduate 
courses or in professional schools, so far as 
the latter are conformed to the university idea. 
It will appear that one difficult problem con- 
nected with the development of the American 
university concerns the right separation of the 
higher education into the two parts of which 
it has actually come to consist, so that, by 
combining one of these parts with the second- 

37 



The University 

ary education as it now exists, we may gain a 
broad and solid foundation upon which to 
build the university education. The univer- 
sity part of the higher education as it now ex- 
ists will, of course, then have to be joined with 
the other kindred elements in so-called post- 
graduate courses, so as to furnish a genuine 
university education of the greatest possible 
wealth and solidity. When this problem is 
practically solved, therefore, we shall have 
three instead of four grades of education; 
these will be, the primary, the secondary; and 
the higher or university education, but the 
two latter will probably have more signifi- 
cance than they now have." 

In his further development of the subject 
Prof. Ladd argues that university education will 
practically begin about the middle of the present 
college course, and the college will become a 
secondary institution, for he says: 

" It appears that the problem of the de- 
velopment of the university in this country is 
largely the problem of securing satisfactory 
secondary education." 

38 



Opinions 

President Gilman, of Johns Hopkins Univer- 
sity, at the International Congress of Education, 
in 1893, used the following language: 

" The first function of a university is the 
education of youth who have been prepared 
for advanced work by previous discipline in 
certain branches of knowledge. Whatever 
else the university undertakes, it is a place 
where the choicest minds receive the best 
culture, are admitted to rare opportunities, 
and are inspired by living examples of intel- 
lectual excellence. It is a society where 
thorough preparation for intelectlual exertion 
is the condition of admission, and lofty de- 
votion to ideals the condition of honor. Uni- 
versity education as distinguished from colle- 
giate implies that the student has formed 
already the habits of attention, memory, dis- 
crimination, classification, judgment. Ma- 
turity of mind is requisite for the freedom 
implied in advanced work. The training in 
our country has usually been acquired in col- 
lege; formerly it could only be there received. 
But high schools, academies, and private 
seminaries in many places are now so 

39 



The University 

thorough that they have virtually taken the 
places which early in the century were held by 
the colleges; and the colleges, by raiding 
their terms of admission, have occupied the 
years which might otherwise be given to uni- 
versity work. Consequently there is no 
agreement of opinion on the relative spheres 
of the school, the college, and the university. 
It would be well if Americans could agree on 
the proper limitations of the school and the 
college. 

"The second function of a university is the 
conservation of knowledge. This is accom- 
plished by bringing together all the records 
of human experience, and by the engagement 
of scholars in the work of interpretation. 
Within its walls there should be comfortable 
stalls for those who are willing to devote their 
lives to the study of antiquity, whose pleasure 
it is to trace from their origin the language, 
the laws, the religions, the customs which we 
have inherited from our remote ancestry. 
There should be other chairs for those who 
are able to collect, arrange, describe, and in- 
terpret all natural objects which can be 

40 



Opinions 

brought together in a museum. The fine 
arts, too, should have their votaries, and the 
best that the world has produced in architec- 
ture, sculpture, and the pictorial arts should 
be presented to the eyes of impressionable 
youth, with such instruction as will enable 
them to discover and appreciate their merits. 
Libraries and museums are the dwelling- 
places of universities. 

The third function of a university is to ex- 
tend the bounds of human knowledge. Call 
it research, call it investigation, call it scien- 
tific inquiry, call it the seeking for the 
truth — never has the obligation been so 
strong as it is now to penetrate the arena of 
the world in which we dwell, to discover new 
facts, to measure old phenomena, and to 
educe principles and laws that were written in 
the beginning but have never yet been read by 
mortal eye. To the progress of observation, 
measurement, and experiment, universities 
that are worthy of the name are bound to con- 
tribute. 

The fourth function of the university ds to 
discriminate knowledge. The results of 

* i 



The University 

scholarly thought and acquisition are not to 
be treasured as secrets of a craft; they are not 
esoteric mysteries known only to the initiated; 
they are not to be recorded in cryptograms 
or perpetuated in private note-books. They 
are to be given to the world, by being im- 
parted to colleagues and pupils, by being com- 
municated in lectures, and especially by being 
put in print; and then subjected to the criti- 
cism, hospitable or inhospitable, of the entire 
world. That institution has a restricted 
sphere that is unknown beyond the circle of 
its own alumni. It should not claim to be a 
university. It is better to be the best of col- 
leges than to be the worst of universities. 
Publication should not merely be in the form 
of learned works. The teachers of universi- 
ties, at least in this country, by text-books, 
by lyceum lectures, by contributions to the 
magazines, by letters to the daily press, should 
diffuse the knowledge they possess. Thus 
they are sowers of seed which will bear fruit 
in future generations." 

President Eliot, of Harvard University, in 
1885, in an address on " Liberty in Education," 
said: 

42 



Opinions 

" So fast as American institutions acquire 
the resources and powers of European uni- 
versities, they will adopt the methods proper 
to universities wherever situate. At present 
our best colleges fall far short of European 
standards in respect to numbers of teachers, 
and consequently in respect to amplitude of 
teaching. 

" As yet we have no university in America 
— only aspirants to that eminence. All the 
more important is it that we should under- 
stand the conditions under which a university 
can be developed — the most indispensable of 
which is freedom of studies. A university 
must give its students opportunity to win dis- 
tinction in special subjects or lines of study. 
The uniform curriculum led to a uniform de- 
gree, the first scholar and the last receiving 
the same diploma. A university cannot be 
developed on that plan. It must provide 
academic honors at graduation for distin- 
guished attainments in single subjects. These 
honors encourage students to push forward 
on single lines ; whence arises a demand for ad- 
vanced instruction in all departments in which 

43 



The University 

honors can be won, and this demand, taken in 
connection with the competition which nat- 
urally springs up between different depart- 
ments, stimulates the teachers, who in turn 
stimulate their pupils. 

" A university must permit its students, in 
the main, to govern themselves. It must have 
a large body of students, else many of its 
numerous courses of highly specialized in- 
struction will find no hearers, and the students 
themselves will not feel that very wholesome 
influence which comes from observation of 
and contact with large numbers of young men 
from different nations, States, schools, fami- 
lies, sects, parties, and conditions of life. In 
these days a university is best placed in or near 
the seat of a considerable population; so that 
its officers and students can always enjoy the 
various refined pleasures, and feel alike the 
incitements and the restraints of a highly cul- 
tivated society. These conditions make it 
practically impossible for a university to deal 
with its students on any principle of seclu- 
sion, either in a village or behind walls and 
bars." 

44 



Opinions 

In 1894, President Eliot wrote: 

" To my thinking the present artificial and 
arbitrary distinctions between elementary 
schools and secondary schools, or between 
grammar schools and high-schools, have no 
philosophical foundation, and are likely to be 
profoundly modified, if they do not altogether 
pass away. In the same sense, I believe that 
the formal distinction between college work 
and university work is likely to disappear, al- 
though the distinction between liberal educa- 
tion and technical or professional education 
is sure to endure. I have never yet seen in 
any college or university a method of instruc- 
tion which was too good for an elementary or 
a secondary school. There is, to be sure, one 
important element of university work which 
schools and colleges cannot participate in, 
namely, the element of original investigation; 
but, although this element is of high import- 
ance, and qualifies, or flavors, a considerable 
part of university work, there remains in all 
large universities, and particularly in those 
which make much of professional training, an 
immense body of purely disciplinary work, all 

45 



The University 

of which is, or should be, conducted on princi- 
ples and by methods which apply throughout 
the whole course of education." 
At the meeting of the Southern Educational 
Association in, 1896, President R. H. Jesse, of 
the University of Missouri, in an admirable ad- 
dress on " Articulation of Schools in the State," 
expressed the following sentiments: 

" Articulation is hindered not only by the 
spurious college, but also by the spurious uni- 
versity. Many of our American universities 
have preparatory departments, which com- 
pete with the high schools, and almost all 
have departments of law and medicine, which, 
by accepting students without examination, 
compete with the grammar schools. Thus 
many universities (so called) have within 
their walls students of all grades from the 
kindergartner up to the bachelor of arts. 
Where the institution that should be the head 
of the State system of education is in this con- 
dition, rational articulation is impossible. 
This condition is often the result of circum- 
stances that are beyond control; but in such 
cases little can be done until the university 

46 



Opinions 

(so-called) rises gradually to higher ground. 
The real university, while dealing liberally 
with special students, should require for 
courses leading to degrees a good college edu- 
cation. For the function of the real univer- 
sity is professional work in law, medicine, 
technology, or academic studies, based upon 
good college training. Surely this is the 
model to which all universities should strive. 
When they reach this stage of development 
the work between them and the hgh schoo's 
would naturally be done by the normals 
raised to higher grade and by the denomina- 
tional and agricultural colleges." 

In 1893, Chancellor J. H. Kirkland, of Van- 
derbilt University, in his inaugural address, 
spoke as follows: 

" A very great advance in educational work 
has recently been made in the establishment 
of a proper distinction between college and 
university work. These terms, so long used 
indiscriminately, are beginning to have a def- 
inite and distinct meaning. The college is 
the institution which prepares a young man 
for his professional school, or gives him that 

47 



The University 

ordinary amount of culture that every one 
who can afford it ought to have. It culmin- 
ates in the Bachelor degrees. The university 
takes up work where it is left off by the col- 
lege. Its courses are intended for those who 
desire a more advanced and specialized train- 
ing in science or literature, particularly for 
those who intend to make teaching their pro- 
fession. It adds from three to five years of 
study to the Bachelor courses, and gives as 
the reward for this work all Master and Doc- 
tor degrees. The development of true uni- 
versity work is transforming the whole 
system of American education. It is sending 
into our schools men who have some ade- 
quate preparation for the tasks they are under- 
taking. It is equipping others for general 
literary or scientific work, and professional 
men are finding it to their advantage to take 
these higher courses. 

" Vanderbilt University stands committed 
to several lines of policy from which we do 
not intend to recede. It stands committed to 
the elevation of the standard of professional 
training, and we shall try in the future to make 

48 



Opinions 

still further advances along this line. Espec- 
ially does it stand committed to the thorough 
training, in literary as well as in theological 
studies, of all the young men who are to enter 
the pulpit of the Southern Methodist Church. 
" Further, Vanderbilt University stands 
committed to a college department, elevated 
in its standard, broad in its scope, liberal in 
its spirit, and Christian in its character. This 
I regard as the most important part of the 
work that we have yet accomplished. There 
are some friends who have argued that Van- 
derbilt should abandon its college work en- 
tirely, and devote itself exclusively to univer- 
sity and post-graduate work. Let me say 
here that I regard this as entirely premature, 
and we have no thought of doing so for many 
a long year to come. The best contribution 
that we have made to the educational interests 
of the South is the development of a college 
of high grade and broad scope of instruction, 
under whose protecting shadow academies 
and training schools could spring up, and 
which should stimulate by a generous rivalry 
of the colleges to better work and a more 
advanced standard. 

49 



The University 

" Vanderbilt is further committed to the 
idea of a genuine university above and beyond 
the college course. This is a part of our work 
by which we can leave our most permanent 
impress on Southern education. In a vast 
stretch of territory we stand best prepared to 
do this work, and the responsiblity for its con- 
tinuance falls upon us. It is in such a school 
that we are to train the leaders of our prog- 
ress, those who shall give character to the 
age in which they live and lift civilization to 
higher levels. The measure of success we 
have already met shows the seasonableness of 
our attempt to develop this kind of work in 
the South. But no part of educational work 
is so costly, none demands such immense out- 
lays in providing instruction and means of re- 
search, none brings in less returns in fees. 
But, on the other hand, no part of our work 
is so useful or so necessary, none adds so 
much to our reputation as a university. We 
cannot give up this part of our work; rather 
must we enlarge our facilites and increase our 
efforts in this direction." 
President J. H. Baker, of the University of 

5o 



Opinions 

Colorado, in a paper read before the National 
Educational Association, in 1897, said: 

"Germany credits us with eleven institu- 
tions that have either reached the standard of 
a genuine university or are rapidly approach- 
ing it. Of these eleven, five are State univer- 
sities. This estimate, of course, is made in 
accord with the plan and standard of the Ger- 
man university. It appears certain that in 
time the name university in America will be 
applied only to those institutions which main- 
tain the graduate school and raise the dignity 
of the professional schools. The university 
system will develop freely in this country only 
after a somewhat important reorganization of 
our higher education. The . line must be 
sharply drawn between foundation education 
and universtiy work, the whole period of edu- 
cation must be somewhat shortened, and, in 
all but three or four of our universities, the 
graduate faculty must be strengthened. These 
changes must be wrought, and then we shall 
have a rapid development of the genuine uni- 
versity, I believe." 

Si 



CHAPTER IV. 

PROGRESS TOWARD THE UNIVERSITY 
IDEA. 

All of the educators quoted in the preceeding 
chapter are representatives of strong, growing 
universities. As these institutions maintain 
popular collegiate departments, which, in the 
progress of evolution, they are not yet ready to 
relinquish, it is not strange that the dominant 
note should be the elimination of the small col- 
lege from the educational system rather than its 
rehabilitation and separation from the univer- 
sity. However, there is practical unanimity in 
the belief that the work of the expanding uni- 
versity must differ greatly from that of the time- 
honored college in which the older universities 
had their origin. , 

Further argument for the maintenance, apart 
from the university, of an institution for work 
leading to -the bachelor's degrees may be made 
in later chapters devoted to college questions. 

52 



Progress 

After the remarkable progress of genuine 
university instruction has been presented in this 
chapter, the real tendency in higher education 
and the practicability of organization for strictly 
post-graduate and professional work will be 
more apparent. The figures which follow are 
not absolutely correct, but are approximations 
sufficiently accurate for reasonable deductions. 

Before 1872 scarcely anything worthy the 
name of post-graduate non-professional courses 
was offered in the United States; hence the sta- 
tistics given by the Commissioner of Education 
begin with that year. According to .the report 
of 1887-8, out of every million persons in 1872 
there were only 5 post-graduate students, 49 
law students, 142 medical students, and 83 
theological students; while 573 were under- 
graduate and technological. 

In 1886-7, there were 21 post-graduates to 
every million persons; 54 law students, 208 
medical students, and 107 theological students; 
while 690 were undergraduate and technolo- 
gical. 

In 1897-8, there were 74 post-graduates to 
every million persons, 163 law students, 328 

53 



The University Idea 

medical students, 117 theological students; while 
the undergraduate and technological were 1,193. 
From 1872 to 1887 the undergraduates and 
technological students increased 20 per cent., 
the law students 10 per cent., the medical 
students 46 per cent., the theological students 
29 per cent; while the post graduates increased 

333 P er cent - 

From 1887 to 1898 the undergraduates and 

technological students increased 73 per cent., 
the law students 202 per cent., the medical 
students 58 per cent., and the theological 
students 9 per cent. ; while the post-graduates in- 
creased 252 per cent. 

In 1872 the undergraduate and technological 
students constituted 6j per cent, of the whole 
number in higher institutions, while the post- 
graduates constituted only 1 per cent. In 
1897-8 the undergraduates and technological 
students constituted only 63^ per cent., while the 
post-graduates constituted 4 per cent. That is, 
while the proportion of undergraduate (or col- 
legiate) students had actually decreased 5 per 
cent., the proportion of post-graduates had in- 
creased 800 per cent. Or to put it differently, 

54 



Progress 

since 1872 the population of the United States 
has just about doubled, and the number of 
collegiate students to population has doubled, 
but the number of post-graduates has increased 
fifteen fold. 

In 1897-8 the colleges and universities en- 
rolled 144,477 students, of whom 43,419 were 
pursuing law, medical, and theological courses, 
and 5,514 were strictly post-graduate students 
not in professional departments. 

The distribution of post-graduates among a 
few leading institutions may be seen in the fol- 
lowing statistics: University of California 165, 
Leland-Stanford 106, Yale 240, Chicago 875, 
Johns Hopkins 215, Boston 112, Harvard 2^2, 
University of Minnesota 184, University of 
Nebraska 140, Princeton 123, Cornell 163, Co- 
lumbia 249, New York 122, University of Penn- 
sylvania 154, University of Wisconsin 106. Yale 
also has 180 undergraduate students in profes- 
sional departments, and Chicago has 238, 
Northwestern 188, Johns Hopkins 168, Boston 
201, Harvard 758, Michigan 162, Columbia 520, 
New York 168, and Pennsylvania 381. 

In the last twenty years the number of theo- 

55 



The University Idea 

logical students reported in American institu- 
tions has increased 94 per cent., of law students 
286 per cent., of medical students 136 per cent., 
of dental students 866 per cent., of pharmaceuti- 
cal students 213 per cent. 

The figures just given show wonderful growth 
in the professional departments, and an enorm- 
ous increase of genuine post-graduate students; 
but as they are aggregates of all the universities 
and colleges in some instances, and in others 
partial statistics of certain institutions, the re- 
sults may not be fairly stated without an ex- 
hibit of the relation of genuine undergraduate 
students to university students in a few promin- 
ent institutions. 

If the undergraduate student body were 
eliminated, the following would be the enrol- 
ment at the universities; but figures can not 
show, of course, the effect upon the spirit of an 
institution: 



Harvard 
Chicago 
Columbia 

56 



WOULD 


WOULD 


LOSE. 


STILL HAVE 


1,902 


2,177 


I,68l 


1,278 


459 


2,244 



Progress 

University of Kansas 

University of Michigan 

University of California 

University of Wisconsin 

University of Minnesota 

University of Pennsylvania 

Cornell 

Vanderbilt 

New York University 

Tulane 

Northwestern 

Johns Hopkins 

Boston 

University of Virginia 

University of Illinois 

From the figures adduced it may readily be 
seen, that, after relinquishing all the strictly col- 
legiate students, retaining only the graduate 
professional and the technological students, 
these institutions would still have a large body 
of matriculates. But it may be argued, and with 
some plausibility, that if the undergraduate de- 
partment were dropped, the source of supply of 
students for graduate and professional depart- 
ments would be closed; hence it is worth while 

57 



695 


392 


1,210 


1,849 


1,298 


1,140 


900 


1,023 


898 


1,647 


400 


2,273 


664 


1,576 


175 


591 


200 


1,517 


254 


636 


651 


1,433 


183 


466 


441 


935 


270 


385 


1,023 


801 



The University Idea 

to examine the registers of the several univer- 
sities to ascertain whether the personnel of the 
student body of the genuine university is to any 
considerable extent drawn from its own col- 
legiate department. As the data desired are not 
always obtainable, only a partial digest can be 
presented. 

Harvard. — Of the students in the post-gradu- 
ate department 198 are from Harvard and 138 
from 93 other institutions. Of the divinity 
students only, 8 are Harvard men, while 18 are 
from 27 other schools (this anomaly being ex- 
plained by the fact that several students repre- 
sent more than one school.) Only 236 law 
students are from Harvard, but 321 represent 66 
other institutions. Of the medical students 138 
are Harvard men, 172 represent other schools, 
and 285 have no degrees. 

Boston University. — This university has of its 
own men in post-graduate courses only 62. 
others 113; in theology 7 of its own and 117 
others; in law 3 of its own and 398 others; and 
in medicine 5 of its own and 156 others. 

58 



Progress 

University of Pennsylvania. — This university 
enrolls only 35 post-graduates who hold its de- 
grees, and 80 who are graduates of other insti- 
tutions. 

Johns Hopkins. — This truly great leader in 
higher education, with no professional school 
except its medical department, maintaining a 
very high standard for its undergraduates, reg- 
isters only 87 of its own men in higher courses 
against 404 from other institutions. It enrolls 
only 183 undergraduate students hailing from 
its own city of Baltimore, and only 31 who come 
from homes far distant from the seat of the uni- 
versity. 

Columbia University. — In 1898, Columbia 
with a total enrolment of 2,157 had only 341 
genuine collegiate students, of whom 267 were 
from New York City and its immediate vicinity. 
Of 805 students who held degrees only 136 en- 
rolled from Columbia. 

Cornell University. — During eleven years 862 
graduates of 152 institutions were admitted to 
post-graduate courses, yet only 364 were from 
Cornell. In 1897-8 more than 80 per cent, of 
the post-graduates came from outside the State 
in which the university is located. 

59 



The University Idea 

Vanderbilt University. — Of the theological 
students only 5 are Vanderbilt men, while 76 
represent other schools. Of the 39 post-gradu- 
ates only 12 are from Vanderbilt. The Medical, 
Law, Dental, Pharmaceutical, and Engineering 
Departments show no Vanderbilt graduates. 
Altogether there are only 175 undergraduate 
academic students, and 117 of these represent 
the state of Tennessee. 

University of Chicago. — Of 335 theological 
students only 12 were from Chicago's under- 
graduate departments. Of the 943 students in 
the graduate department only 95 had taken their 
first degree at Chicago. Of 805 regular under- 
graduates only 252 reside outside of Illinois. 

It is true that there are many professional and 
technological students who are not doing genu- 
ine university work, but this is offset in large 
measure by the fact that in many universities the 
seniors, and oft-times even the juniors, are do- 
ing work that would be included in the univer- 
sity courses if university and college were sepa- 
rately organized. Then, too, the partisan of the 
university would point with satisfaction to the 
great growth in the number of undergraduates 

60 



Progress 

at the universities during the last quarter cen- 
tury, and from this argue for the perpetuation of 
the present status, overlooking the fact that this 
very increase thrusts upon the university cer- 
tain problems of administration which demand 
careful consideration and speedy settlement. 

That the university which feels obliged to pro- 
vide collegiate instruction for a local constitu- 
ency will cling to its undergraduate department 
is readily admitted; but as the university idea ad- 
vances, the collegiate department will doubtless 
become a mere adjunct; and presently will stand 
toward the university as the local training-school 
does to the college which has affiliated acade- 
mies. But it may be predicted that a few strong 
institutions realizing the responsibility of leader- 
ship will so reorganize that they may sustain the 
most cordial and helpful relations to the real 
colleges. 



61 



CHAPTER V. 

THE DEVELOPMENT OF THE UNIVER- 
SITY ILLUSTRATED. 

The possibilities and probabilities of the twen- 
tieth century university may be more accurately 
foreshadowed, if the development of the nine- 
teenth century university is kept clearly in mind. 

Although, at the opening of the nineteenth 
century, Harvard, William and Mary, Yale, and 
Princeton were no longer young, they were col- 
leges pure and simple, except so far as they had 
theological, law, and medical departments. 
Even fifty years later their character was only 
slightly modified when a few new subjects were 
introduced and their resources were measurably 
increased. 

i As all of these institutions were doing practi- 
cally the same kind of work, an exhibit of the 
condition at Harvard will suffice. 

62 



Some Illustrations 

The catalogue of Harvard University for the 
academic year 1837-8 is a very ordinary pamph- 
let of 38 pages. Its overseers included, among 
other distinguished men, John Quincy Adams, 
Daniel Webster, Edward Everett, and William 
E. Channing. Its president was the Hon. 
Josiah Quincy, LL.D., and among its profes- 
sors were Joseph Story, Simon Greenleaf, 
Henry W. Longfellow, and Benjamin Peirce. 

The whole number of officers and teachers 
was 35, of whom only 18 were full professors. 

The total number of students was 392, of 
whom 22 were theological, 63 law, 87 medical, 
one resident graduate, and 212 undergraduates. 

The admission requirements were as follows: 

" For admission to the Freshman Class the 
candidates are examined in the following 
books — viz., 

By the Latin Department, 
in the whole of Virgil, and of Caesar; in 
Cicero's Select Orations, and Adam's Latin 
Grammar, Gould's edition, including Prosody; 
and in the writing of Latin. 

63 



University Development 

By the Greek Department, 
in Jacob's Greek Reader, the four Gospels of 
the Greek Testament, the Gloucester Greek 
Grammar, Cambridge edition, including Pro- 
sody, (Buttmann's and Fisk's Greek Gram- 
mars are also received,); and in writing Greek. 

By the Mathematical Department, 

in Lacroix's Arithmetic, Cambridge edition; 
Euler's Algebra, printed also at Cambridge; 
and in " Elements of Geography, Ancient and 
Modern, by J. E. Worcester." 

It is very desirable and important that the 
candidates should be well and correctly pre- 
pared, particularly in grammatical and ele- 
mentary knowledge. If they have more time 
than is requisite for this purpose, instructors 
are desired and advised, for obvious reasons, 
not to anticipate the college studies, but rather 
to extend their studies to other authors. 

The stated time of examination for the 
Freshman Class is on the Monday and Tues- 
day of Commencement week beginning pre- 
cisely at 6 o'clock, a. m." 

The course of instruction was as follows: 

64 



Some Illustrations 

FRESHMEN. 

First Term. 
I. Greek: — 

Xenophon's Anabasis. 
Exercises in writing Greek. 
Greek Grammar and Antiquities, 

2. Latin: — 

Livy, (Folsom's Selections.) 
Zumpt's Latin Grammar. — Syntax. 
Exercises in writing Latin. 
Adam's Roman Antiquities. 

3. Mathematics: — 

Walker's Geometry. 

4. History: — 

Tytler. 

Second Term. 
1. Greek: — 

Xenophon's Anabasis. 

Exercises in writing Greek. 

Greek Grammar and Antiquities. 
2 Latin : — 

Livy. 

Exercises in writing Latin. 

Latin Grammar and Antiquities. 

65 



University Development 

3. Mathematics: — 

Smith's Algebra. 

4. History: — 

Tytler. 

Third Term. 

1. Greek: — 

Orations of Demosthenes and Aeschines, 

(De Corona.) 
Exercises in writing Greek. 
Greek Grammar and Antiquities, 

2. Latin: — 

Livy — completed. 
Cicero — Brutus. 
Exercises in writing Latin. 
Latin Grammar and Antiquities. 

3. Mathematics: — 

Peirce's Plane and Spherical Trigonom- 
etry. 

4. History: — 

Ty tier's — completed. 

SOPHOMORES. 

First Term. 
I. Greek: — 

Sophocles — CEdiphus Tyrannus; 

CEdipus Coloneus. 
Exercises in writing Greek. 
Greek Grammar and Antiquities. 

66 



Some Illustrations 

2. Latin: — 

Cicero — Brutus. 
Horace — Odes. 
Exercises in writing Latin. 

3. Mathematics: — 

Farrar's Analytic Geometry. 

4. Whately's Rhetoric: — 

English Composition and translation. 

5. Modern Languages: — 

Second Term. 

1. Greek: — 

Sophocles — QEdipus Coloneus. Antigone. 
Exercises in writing Greek. 
Greek Grammar and Antiquities. 

2. Latin: — 

Horace — Epistles and Satires. 
Exercises in writing Latin. 

3. Mathematics: — 

Farrar's Differential and Integral Cal- 
culus. 

4. Whately's Rhetoric and Logic: — 

English Composition. 

5. Modern Languages: — 

67 



University Development 

Third Term. 
i. Greek: — 

Euripides — Alcestis. 
Exercises in writing Greek. 
Greek Grammar and Antiquities. 

2. Latin: — 

Horace — Epistles and Satires — com- 
pleted. 
Exercises in writing Latin. 

3. Mathematics: — 

Cambridge Natural Philosophy, Vol. I. 

4. Whately's Logic: — 

English Composition. 

5. Modem Languages: — 

JUNIORS. 

First Term. 

1. Greek: — 

Five books of the Iliad. 
Exercises in writing Greek. 

2. Latin: — 

Cicero de Officiis. 
Exercises in writing Latin. 

3. Paley's Evidences: — 

Butler's Analogy, first part. 

68 



Some Illustrations 

4. Paley's Moral Philosophy and Stewart's Ele- 

ments: — 

Composition of Themes and Forensics. 

5. Modern Languages: — 

Second Term. 

1. Greek: — 

Five books of the Iliad. 
Exercises in writing Greek. 

2. Latin: — 

Cicero de Officiis. 

Juvenal. 

Exercises in writing Latin. 

3. Mathematics: — 

Cambridge Natural Philosophy, Vol. I., 
— completed. 

4. Chemistry: — 

Lectures and Text-book, Dr. Turner's 
Chemistry. 

5. Modern Languages: — 

6. Themes and Forensics: — 

Third Term. 
1. Greek: — 

Two books of the Iliad, and review. 
Exercises in writing Greek. 

69 



University Development 

2. Latin: — 

Juvenal. 

Exercises in writing Latin. 

3 . Mathematics : — 

Cambridge Natural Philosophy, Vols. II 
and III. 

4. Chemistry: — - 

5. Modern Languages: — 

6. Themes and Forensics. 

SENIORS. 
First Term. 

1. Cambridge Natural Philosophy, Vol. Ill: — 

Astronomy, with Lectures. 

2. Intellectual Philosophy: — 

Locke on the Human Understanding. 

A written analysis required of the student 
and a commentary of the instructor; 
exhibiting the opinions of other phil- 
osophers on controverted questions. 

5. Modern Languages : — 

6. Themes and Forensics: — 

5. Lectures on Rhetoric and Criticism: — 

70 



Some Illustrations 

Second Term. 
i. Locke: — 

Say's Political Economy. 
5. Modern Languages: — 

3. Lectures on Theology: — 

4. Themes and Forensics: — 

5. Smellie's Philosophy of Natural History, Dr. 

John Ware's edition. 

Third Term. 

1. Political Economy — finished. 

2. Story of the Constitution of the United States 

commenced and finished. 

3. Lectures on Mineralogy. 

4. Lectures on Anatomy. 

5. Themes and Forensics: — 

Lectures are delivered in the course of the 
year, which members of the Law, Divinity, 
and Medical Schools, and all resident Gradu- 
ates have a right to attend, and which speci- 
fied classes of Undergraduates are required 
to attend: 

On the New Testament, by the Rev. Dr. 
Ware. 

On Anatomy, by Professor Warren. 

71 



University Development 

On the French, Spanish, Italian, and Ger- 
man Languages, and Literature, by Pro- 
fessor Longfellow. 

On Rhetoric, by Profess. >r Channing. 

On Chemistry, by Professor Webster. 

On Mineralogy and Geology, by Professor 
Webster. 

On the Application of the Sciences to the 
Useful Arts, by Professor Treadwell. 

On the Means of preserving Health, by Pro- 
fessor John Ware. 

The Hebrew Language is taught to those 
who desire to learn it. 

Declamations — Seniors every week. 

Declamations — Juniors every week. 

Declamations — Sophomores twice a week. 

Declamations — Freshmen twice a week. 

The Sophomores present Themes once a 
fortnight, — half the class each week. 

The Juniors and Seniors present Themes 
once a fortnight. 

The Juniors and Seniors likewise read 
Forensics once in four weeks, — half the 
class each fortnight. 

At convenient times, the several studies are 
reviewed, and the students examined." 

72 



Some Illustrations 

Candidates for admission to the Divinity- 
School were examined in Hebrew Grammar and 
the first ten chapters of Deuteronomy; and, if 
not Bachelor of Arts, " in Latin and Greek 
Grammar, Virgil, Cicero's Select Orations, Sal- 
lust, Jacob's Greek Reader, the first four books 
of Xenophon's Anabasis, the first book of He- 
rodotus, Butler's Analogy, Locke's Essay, or 
some treatise on Intellectual Philosophy, Paley's 
Moral Philosophy, or some other standard work 
on Ethics, and some approved compendium of 
Logic, Rhetoric, Geography, Arithmetic, Ge- 
ometry, and Algebra." 

Three years, including the vacations, which 
amounted to ten weeks in each year, completed 
the term of residence. 

Instruction was given " in Natural Religion, 
Evidences of Revealed Religion, Church His- 
tory, Systematic Theoi'ogy, Extempore Speak- 
ing, the Composition and Delivery of Sermons, 
the Duties of the Pastoral office, Hebrew and 
other Oriental Lang^ges, and the Criticism of 
the Old and New Testaments." 

For admission to the Law School no previous 
examination was necessary; but every student 

73 



University Development 

not known to the faculty was expected to pro- 
duce satisfactory testimonials of good character, 
and some statement of his previous studies. The 
course was so arranged that it could be com- 
pleted in two years, and at least eighteen months' 
residence was necessary to graduation. 

No admission requirements for the Medical 
School are mentioned, but the examination for 
the degree of Doctor of Medicine seems to have 
been severe. 

The Library contained 43,700 volumes. There 
is no description of buildings; and apparatus, 
scholarships, and endowment are not mentioned. 

The necessary expenses of a student for the 
school year were estimated at $199.50. 

The Harvard University catalogue for 1899- 
1900 is a stout, well-bound book of 716 pages. 
The summary shows 94 professors, 5 associate 
professors, 42 assistant professors, 19 lecturers, 
147 instructors, 8 teaching fellows, 133 demon- 
strators and assistants, 5 preachers, 18 curators 
and library officers, and 33 proctors and other 
officers; total 504. The student register shows 
the following: In the College 1,902, of whom 
310 are seniors, 392 juniors, 508 sophomores, 

74 



Some Illustrations 

498 freshmen, and 194 special students; in the 
Graduate School 326; in the Divinity School 
27; in the Law School 613; in the Medical 
School 558; in the Dental School 131; in the 
School of Veterinary Medicine 24; in the School 
of Agriculture and Horticulture 27; in the 
Summer School 856; total enrolment, deducting 
names counted twice, 4,947. Contrast this with 
the 392 students of 1837-8. 

The entrance requirements have been modi- 
fied from time to time, and in 1900 a system in- 
volving many new departures goes into effect. 
The terms are so full and explicit that there is 
space for only an epitome here. 

Candidates may pass preliminary examina- 
tions in some studies in one year, and final ex- 
aminations in the remaining studies in some 
subsequent year. 

terms of admission to harvard college 
(new method). 

" The studies which may be presented in 
satisfaction of the requirements for admission 
to the Freshman Class in Harvard College are 
named together in the following lists. The 

75 



University Development 

figure attached to each study indicates the rel- 
ative weight which will be given to that study 
in determining the question of the candidate's 
fitness for admission: 



Elementary. 
English (4) 
Greek (4) 
Latin (4) 
German (2) 
French (2) 



Advanced. 

Greek (2) 
Latin (2) 
German (2) 
French (2) 



Ancient History (2) 

or 
English and American 
History (2) 

Algebra (2) 
Geometry (3) 

or 
Plane Geometry (2) 
Physics (2) 
Chemistry (2) 
Physiography (1) 
Anatomy, etc. (1) 



One of the following four : 

Ancient History (2) 
English and American 

History (2) 
History of Europe (2) 
History of a period (2) 
Algebra (1) 



Logarithms and Trig- 
onometry (1) 
Astronomy (1) 
Physics (2) 
Meteorology (1) 



76 



Some Illustrations 

A candidate for admission must offer from 
this list studies amounting to twenty-six 
points, of which points at least four must be in 
advanced studies. The studies offered must 
include: 

English 4 

One ancient language (Elem. Latin 

or Elem. Greek) 4 

One modern foreign language (Elem. 

German or Elem. French) 2 

Elementary History 2 

Algebra 2 

Geometry or Plane Geometry 3 or 2 

Studies amounting to two points from 
the following sciences (Elem. Phy- 
sics, Chemistry, Physiography, Anat- 
omy., Astronomy) 2 



19 or 18 

No candidate may offer an Advanced study 
who does not at the same time or earlier 
offer the corresponding Elementary study; but 
Physics is considered Elementary with respect 
to Meteorology, and Geometry or Plane Ge- 
ometry, with respect to Astronomy." 

77 



University Development 

In English the candidate is required to write 
a paragraph or two on each of several topics 
chosen by him from ten or fifteen set before him. 
These topics are drawn from a list of English 
classics all of which must have been read. Then 
certain books are named for careful study, and 
on them the examination is upon subject mat- 
ter, literary form, and logical structure, and is a 
test of ability to express knowledge with clear- 
ness and accuracy. 

In Greek the elementary examination is 
adapted to those who have studied it systemati- 
cally five times a w r eek through two years, and 
invloves sight translation of simple Attic prose 
and about thirty pages of Xenophon. The ad- 
vanced examination presupposses preparation 
through three years and involves sight transla- 
tions of Attic prose and Homer with questions 
on constructions and prosody, and translation 
into Attic prose of a short passage of English 
narrative. 

In preparation for the- elementary examina- 
tion candidates should read 130 to 170 pages of 
Attic prose, and for the advanced examina- 
tion 30 to 50 pages more of Attic prose and 

78 



Some Illustrations 

3,000 to 5,000 verses of Homer, and for the ex- 
amination in Composition should constantly 
practice writing Greek — both detached sent- 
ences and connected narrative. 

In Latin the elementary and advanced exami- 
nations presuppose three and four years respect- 
ively of preparation, and are similar in character 
to the Greek, being based on Nepos (Lives)) and 
Caesar (Gallic War), 90 to 120 pages; Cicero, 
90 to 120 pages; Virgil and Ovid, 6,000 to 10,- 
000 verses, including the first six books of the 
Aeneid. 

In French and German the elementary and 
advanced examinations are adapted to students 
who have studied one and two years respectively 
and in character are like the Greek and Latin 
examinations. 

In History the elementary examination pre- 
supposes study three times a week for one year 
and includes either early Greek and Roman, or 
English and American History, with Civil Gov- 
ernment; and the advanced examination in- 
volves an additional year's study in one of four 
different courses. As a further evidence of 
proficiency the candidate must submit a note 

79 



University Development 

book of 50 written pages showing practice in 
notes and digests of reading outside of text- 
books, or brief written tests requiring the appli- 
cation to new questions of previously acquired 
knowledge, or parallels between historical char- 
acter or periods, or short studies of topics limited 
in scope prepared outside of the class room and 
illustrated by some reference to contemporary 
material, or historical map or charts showing 
explorations, etc. 

In Mathematics acquaintance with ordinary 
Arithmetic is assumed. The elementary exam- 
ination presupposes three lessons a week for 
two school years|in Elementary Algebra through 
Quadratics, and five lessons a week through one 
year in Plane and Solid Geometry; and the ad- 
vanced examination requires about one year of 
further study on Logarithms and Trigonometry 
and Algebra including progressions and de- 
terminants. 

In Physical Science preparation during one or 
two years for each of several subjects is presup- 
posed and^laboratory note-books as well as writ- 
ten examinations are required. Both elementary 
and advanced examinations are given. 

80 



Some Illustrations 

The division of entrance subjects into elemen- 
tary and advanced, and the arrangement by 
which all of the advanced subjects are taught 
in the college, and the provision for so many 
alternatives, are concessions to the demand for 
easier passage from any high school or academy 
into the college, and to the desire to permit a 
student practically to complete his course in less 
than the traditional four years. 

The elective system holds full sway. The 
only study absolutely prescribed for a degree is 
freshman English, and this may be omitted if the 
advanced entrance examination has been taken. 
If both elementary German and French have not 
been offered for admission, one must be taken in 
freshman year. Students who have German or 
French must in addition elect three full courses, 
and others elect four. The freshman may elect 
from the following courses: Greek, Latin, En- 
glish, German, French, Italian, Spanish, His- 
tory, Government, Economics, Philosophy, 
Fine Arts, Music, Mathematics, Engineering, 
Physics, Chemistry, Botany, Zoology, Geology, 
and Mineralogy. 

81 



University Development 

Every Freshman must submit his proposed 
course to his Faculty Adviser before entering 
upon it and his work must be done under the 
Adviser's direction. 

No course is regularly required beyond the 
Freshman year, except English for those who 
have done unsatisfactory work. In Sophomore. 
Junior and Senior years each student is required 
to take four elective courses. In addition to the 
subjects mentioned for Freshmen, which may be 
carried further, courses for the higher classes are 
offered in Hebrew, Babylonian, Assyrian and 
Jewish History; Assyrian, Arabic, Ethiopic, 
Phoenician; The Talmud, Sanskrit, Classical 
Philology, Danish and Norwegian Literature; 
Icelandic, Gothic, Romance Philology, Com- 
parative Literature, Celtic, Russian, Polish; 
Education, the Fine Arts, Architecture, Astron- 
omy, Military and Naval Science, Mining and 
Metallurgy, American Archaeology and Ethnol- 
ogy; Anatomy, Physiology, and Hygiene. 
Under nearly all of these heads are many 
courses, sometimes more than twenty under one 
head. The whole number of courses is about 
500. 

82 



Some Illustrations 

The Departments of Harvard University are: 
The College, The Lawrence Scientific School, 
The Graduate School, The Divinity School, The 
Law School, The Medical School, The Dental 
School, The School of Veterinary Medicine, 
The Bussey Institution (a school of Agricul- 
ture), The Arnold Arboretum, The Library, 
The Museum of Comparative Zoology, The 
Peabody Museum of American Archaeology 
and Ethnology, The University Museum, The 
Botanic Garden, The Gray Herbarium, The As- 
tronomical Observatory 

Many fellowships and scholarships are offered. 

To become a candidate for a degree in the 
Divinity School a student must hold the degree 
of A. B. or its equivalent. Usually three years 
are required to earn the degree of Bachelor of 
Divinity. Tuition is not free, as is customary 
in theological seminaries. Although the tuition 
costs the divinity student $150, the maintenance 
of the Divinity School costs the University more 
than $1,200 for each student. 
' The Law School admits only graduates of ap- 
proved colleges and persons qualified to enter 
Harvard's senior class, and the course requires 
three years for completion. 

83 



University Development 

The requirements for admission to the Medi- 
cal School are almost equal to the college en- 
trance requirements already described, and the 
course for the degree of M. D. requires four 
years for completion. 

The course in the Dental School requires 
three years and the entrance requirements are a 
little easier than in the Medical school. 

The University Library embraces all the de- 
partment libraries and contains 548,000 bound 
volumes, and an equal number of pamphlets and 
maps. The cost of its maintenance in 1898-9 
was $60,000. 

The total expense of running all departments 
of the University for the same year was $1,412,- 
041.54. The total receipts were $1,565,079.20, 
and gifts aggregating $1,383,460.77 were added 
to the capital, making the whole capital of the 
university, July 31, 1899, $11,767,458.56, and 
this does not include the value of unproductive 
buildings and grounds, which is about $5.- 
000,000. 

Columbia, Princeton, and Yale have in their 
own way kept pace with Harvard. 

84 



Some Illustrations 

Cornell, Johns Hopkins, and Vanderbilt, all 
founded shortly after the war, have made rapid 
progress. Johns Hopkins, in particular, has had 
a very high standard, and has done more per- 
haps, than any other institution to advance gen- 
uine graduate work. 

Leland Stanford Junior University and the 
University of Chicago, richly endowed by 
Senator Stanford and Mr. Rockefeller, have in 
less than ten years reached magnificant propor- 
tions. The University of Chicago, by offering 
full courses throughout the year, has attracted 
an unusually large number of mature students, 
graduates of other institutions, and by demon- 
strating the value of strong summer courses, has 
forced many other universities to offer vacation 
opportunities to teachers. 

The State Universities of California, Kansas, 
Illinois, Michigan, Minnesota, Missouri, Ne- 
braska, Pennsylvania, Wisconsin, and West 
Virginia, have all made rapid strides, and in 
their professional departments at least are en- 
titled to be considered genuine universities. 

Clark University, at Worcester, Mass., and 
the American University, at Washington, D. C, 

85 



University Development 

have the unique distinction of being the only 
institutions organized exclusively for genuine 
post-graduate work. As the latter is only in 
process of formation, and the former has con- 
fined its efforts to a limited number of subjects, 
it is impossible to make just comparisons with 
other institutions. It may be said, however, that 
Clark University has gathered a small band of 
earnest workers who are quietly making val- 
uable contributions to pedagogical and philoso- 
phical thought. The following article by T. 
M. Balliet, in the Springfield Republican, will 
give a clearer idea of the work and influence of 
Clark University: 

" The decennial celebration of the founding 
of Clark University is an event of far more than 
passing importance. The term " university " 
does not have a very definite meaning in the 
popular mind, and is seldomn distinguished 
from that of "college." Many institutions that 
are mere colleges bear the name "university;" 
and now and then both of these names are ap- 
plied to schools of a very elementary character, 
and we get our " business college," our " col- 
lege of oratory," our " business university," 
our " state normal university," etc. 

86 



Some Illustrations 

Properly speaking, the function of the col- 
lege is to give the student that general training 
which is the necessary foundation for any line 
of special study, whilst the function of the uni- 
versity is to train specialists, and to fit them 
to carry on original research. Previous to the 
founding of the Johns Hopkins university in 
1876, there was no institution in this country 
that could be justly called a university. We 
had a number of good colleges, and some of 
them like Yale and Harvard, had " post- 
graduate courses," but none of them did 
what is recognized today in this country and 
in Europe as real university work. All of 
them devoted their strength mainly, if not 
wholly, to the teaching of undergraduate 
students. They were modeled after the En- 
glish type of college. With the founding of 
the Johns Hopkins there came into our sys- 
tem of higher education a university of a very 
different character, modeled after the German 
type, whose chief characteristic was to be that 
it should devote itself to original research, 
and give its main strength to the teaching of 
graduate students. Although it could not 

87 



University Development 

wholly dispense with an undergraduate de- 
partment, this department is quite subordinate. 
Clark University was founded on a plan 
closely resembling that of the Johns Hopkins, 
differing from it in that it entirely devotes 
itself to graduate work, and has no under- 
graduate or collegiate department. A college 
degree or its equivalent, is required to enter. 
In this respect it has taken a step in advance 
of the Johns Hopkins, and ha r j the unique dis- 
tinction of being the only university in this 
country which devotes itself wholly to gradu- 
ate instruction and to original research. The 
number of students in such an institution must 
necessarily be limited, as the ordinary class- 
room instruction is not possible where each 
student is working on a special problem, and 
therefore requires chiefly individual help from 
his instructor. The significance of such an in- 
stitution obviously lies not in the number of 
its students, but in the quality of its work and 
in the equipment of the men whom it gradu- 
ates. Its chief aim is to carry on original re- 
search, to train experts, and to fit men for pro- 
fessorships in colleges and universities. Its 



Some Illustrations 

students are mature men, graduates of col- 
leges or of other universities, and its work is 
of too scientific a character to appeal strongly 
to popular interest. 

The influence of Johns Hopkins and of 
Clark University on higher education in this 
country has been very marked, and very far 
reaching. They have set the standard for uni- 
versity work and have stimulated, if not vir- 
tually compelled, our older institutions, like 
Yale, Harvard, and Princeton, to establish fa- 
cilities for original research in their graduate 
schools and to do genuine university teaching. 
The influence of Johns Hopkins has been par- 
ticularly strong in this respect in the depart- 
ments of history, of chemistry, and (formerly) 
of economies; that of Clark University has 
been strongest in the departments of psychol- 
ogy and education. President Hall was the 
first to introduce the methods of experimental 
psychology into this country, and when pro- 
fessor in the Johns Hopkins University he 
established the first psychological laboratory 
in the United States. Today many of our 
larger colleges and all of our universities 

89 



University Development 

worthy of the name have their psychological 
laboratories. For the study of psychology no 
university 'in the country is better equipped, 
considering men as well as apparatus, than 
Clark. The researches in this department are 
regularly published in the American Journal 
of Psychology, edited by President Hall, and 
published at the university. 

For the scientific study of education, sit may 
be said without hesitation there is no other 
university in this country, and probably none 
in any other country, which furnishes equal 
opportunities to the student. A large number 
of Amerlican colleges and universities have 
professorships of pedagogy, and a limited 
number have schools of pedagogy, which are 
intended to rank with law schools, divinity 
schools, and other departments of university 
education. But in none of these is education 
studied as a science in so broad and so schol- 
arly a way. At Clark University educational 
problems are studied from the standpoint of 
evolution, and the sciences of psychology, bi- 
ology, physiology, neurology and anthropol- 
ogy are all made to contribute to this solution. 

90 



Some Illustrations 

It is not an extreme statement to say that 
Clark University, during the ten years of its 
existence, has made a larger number of orig- 
inal contributions to the solution of problems 
of fundamental importance with which ele- 
metary education has to deal than all other 
universities in this country combined. This is 
not the place to discuss details, but it may be 
proper to point out that> through the influence 
of Clark University, kindergarten teaching is 
in process of becoming radically modified. 
Nature study is being placed on a new basis, 
efforts are being made to arrange courses of 
study more in accordance with the develop- 
ment of the spontaneous interests of children. 
The child study movement, which has spread 
over the whole country, and is contributing so 
much to our knowledge of the development of 
children, has its centre and its chief source of 
inspiration at Clark University. Up to ten 
years ago the study of education by high 
school teachers was very rare; they were in- 
terested in the subjects which they taught, but 
did not appreciate the necessity of knowing 
anything about the laws which govern the de- 

91 



University Development 

velopment of the thoughts, feelings and char- 
acter of their pupils. Clark University has 
raised questions of fundamental importance in 
reference to the development of pupils at the 
age of the high school and early college 
period, and it has made very important con- 
tributions toward their solution. The signifi- 
cance of the period of adolescence not only for 
the future intellectual life of the pupil, but also 
for his ethical and religious development, had 
never before been scientifically presented in a 
way to show the vast significance of its educa- 
tional bearing. The teachers in our high 
schools are waking up to the fact that they 
have to deal with pedagogical questions pe- 
culiar to the period of child life with which 
they have to deal, and there is an interest 
among them in the science of education never 
known before." 

It is not within the scope of this discussion 
to consider the colleges for women, but justice 
requires that the truly noble efforts of Barnard, 
Bryn Maur, Smith, Radcliffe, Wellesley, Vassar, 
and the Woman's College, should at least be 
recognized, since all are doing some genuine 

92 



Some Illustrations 

university work. And the further fact that in 
all of the State Universities, and the Western 
institutions, and recently in Vanderbilt and Yale, 
women are enjoying post-graduate advantages, 
is worthy of note and cause for congratulation. 
In order that the wonderful progress from 
the few weak colleges of the early part of the 
nineteenth century may be seen, the following 
approximately correct exhibit is made. These 
figures are taken from sources different from 
those used above and may vary slightly, because 
of differences in dates of compilation. As the 
State universities receive annual appropriations 
from the public revenues the amounts of produc- 
tive funds seem out of proportion to the annual 
incomes. 



93 



CHAPTER VI. 
THE PROVINCE OF THE COLLEGE. 

The problem of life is right living. The true 
aim of life is the strengthening and perfecting of 
the powers and the enlargement of the possibil- 
ities of an infinitely valuable, an immortal per- 
sonality. 

Education, from the teacher's standpoint, is 
a purposive process intended to culminate in a 
harmoniously developed life. The life is one 
and indivisible. The process has its logically 
distinct but practically overlapping and inter- 
blended periods. The problem of the philoso- 
pher is to formulate a theory correctly correlat- 
ing the various elements. Then the educator 
must realize the theory in a system of institu- 
tions so organized that each may have its defin- 
ite place and be held responsible for a specific 
work. 

94 



Its Province 

Ail education begins in the home, but does 
not end there. However good the home may 
be, it cannot as a rule, and especially in our com- 
plex civilization, give that complete develop- 
ment necessary for proper social activity. While 
under the restraining influence and guardian 
care of the home, the child should be gradually 
pushed out to meet new conditions. This is 
done in the local elementary school; and the 
period covered is six to eight years. Here the 
foundations for future intellectual growth are 
laid; and if the superstructure is to be symme- 
trical and noble, the teaching must be conscien- 
tiously accurate and thorough. Mistakes at this 
period are corrected with difficulty, and recur to 
mar the symmetry of life. Not only is this 
period the beginning of school life, but, unfortu- 
nately for the vast majority of youth, it is the 
ending of formal education. 

Following the elementary school is the high 
school; but as it is local, and as the sphere of the 
lower school shades off so imperceptibly into the 
higher, to draw the line is not easy, and it may 
not be said that the work of the one ends here and 
ot the other begins there. The pupils are older, 

95 



The College 

but they are still under the influence of their 
own homes. The studies are more liberal and 
the variety greater, yet nothing is complete. 
The high school has too often been criticised by 
college men because it did not fully and properly 
prepare students for college. The criticism is 
usually based on a hard, unpleasant fact, but 
should never be supercilious nor censorious; be- 
cause the primary aim of the high school is not 
the preparation of students for college, but 
simply the increase and enlargement of local 
educational advantages and the elevation of the 
intellectual standard of the several communities. 
It is the right of each school district to carry 
its work as far as its means and numbers justify, 
provided honest work is done. 

If it happens, as many eminent men agree, 
that the most profitable high school course is 
that which best fits for college, then the problem 
is greatly simplified. But if high school and 
college cherish different ideals; if the high 
school panders to sordid popular sentiment, or 
the college is merely a classic reminiscence, 
neither will sustain even a tangential relation to 
the other, and there will be no community of 

purpose. 

96 



Its Province 

As this paper is not designed to discuss the 
province of the high school, but that of the col- 
lege, the ideal of the former must be discovered 
incidentally as the province of the college is 
traversed. 

Clinging to many antique customs and tradi- 
tions, the college is singularly conservative, yet 
it is in the forefront of civilization's progress, 
and contains the elements of bloody revolutions 
as well as of the peaceful victories of righteous- 
ness. It is an historical product and a maker 
of marvelous history. Gathering the wisdom of 
the ages, it is centripetal, but is centrifugal in 
throwing out dynamic and fruitful ideas. That 
an institution so paradoxical should be mis- 
understood is not strange. The iconoclast con- 
demns it for reverential retrospection, while the 
Pharisee fears its ferment and deprecates its de- 
parture from the doctrines of pristine orthodoxy. 
The radical rages, and would rupture its reminis- 
cential relations; the conservative would curb 
its kindling curiosity and scorn its cosmic char- 
acteristics. The secret of these antipodal antag- 
onisms is the unique position of the college as 
at once a beneficiary and at the same time a 

97 



The College 

benefactor of civilization, and its peculiar pro- 
vince as a maker and molder of men. The prin- 
ciples that underlie and enter into the formation 
of character have been the same in all ages, but 
to adapt these principles to the genius of each 
generation, without moral compromise, is a con- 
stantly recurring problem. Our view of life will 
largely determine the province of the college and 
the solution of this problem. If life is to be a 
gold-getting grind, it is doubtful whether any 
place will be left for an institution that has been 
committed to unrelenting warfare upon greed 
and mammon. If intellectualism alone is the end 
of life, the province of the college is large, yet 
the spirit may be mere dilettanteism and the 
product a cultured egoism. If mere refinement 
of manners and superficial aestheticism are the 
end; if passive, frictionless existence is the sum 
of life, then the sphere of the college is easily 
delimited. But if life is an heroic struggle for 
spiritual perfection, the province of the college 
becomes more definite, yet infinitely more diffi- 
cult. Money may provide magnificent build- 
ings, and crowd them with rare and ponderous 
volumes and costly apparatus; palatial apart- 

98 



Its Province 

ments with fastidious furnishings may contribute 
to sensuous delight, and an epicurean cuisine 
may beget dyspepsia and a legion of fashionable 
ailments; genius may coruscate, and erudition 
may illuminate the class room; eloquence may 
burn and insnare, yet moral pestilence may en- 
venom every breath. Life from life is the law 
of life. Unless the true life is found amid these 
adventitious circumstances, the spiritual nature 
may wither and die. 

The elementary and high schools have their 
place; the commercial, the technical, the agri- 
cultural school, and the various professional 
schools; the university, combining all and in- 
viting scholarship to the largest achievements — • 
all are needed in our many-sided civilization; 
and the one cannot afford to rail at the other 
or decry its methods and aims, for all are use- 
ful and honorable members of one great educa- 
tional body. But without the genuine college, 
differing in method from each and idealizing and 
spiritualizing the purposes of all, the system 
would lack its unifying element. 

The college of to-day does not know itself. 
In the tremendous effort to incorporate into its 

LofC. gg 



The College 

curriculum the multiplied sciences and arts 
growing out of our intense intellectual activity, 
the college of fifty years ago, a perfectly definite 
type, has expanded and assumed protean forms. 
With its twoscore of splendid buildings, with its 
great library and wonderful laboratory, with its 
corps of specialists outnumbering the student 
body of the last generation, with its army of two 
or three thousand students, the modern institu- 
tion differs as much not only in outward appear- 
ance, but in spirit and purpose, from the old col- 
lege as did David in regal splendor from the 
ruddy shepherd lad who slew the giant of Gath. 
The objection to this marvelous creature, this 
evolutionary product, is not (to use an apt, if 
homely, illustration) that it has become a frog 
with leaping power, but that, having attained to 
the stature and dignity of the frog, it persists 
in retaining the tail and in indulging in the 
wriggle of the tadpole. The difficulty is that the 
modern university cannot be both frog and tad- 
pole, and yet is jealous of the tadpole. The 
university, offering all kinds of professional 
training and facilities for original research and 
for the extension of knowledge, is not simply 

ioo 



Its Province 

the product of our complex civilization, but a 
necessary factory of continued progress and ex- 
pansion. But the greed for numbers leads this 
transcendently great institution to become an 
obstructionist and a disturber of the peace of 
educational Israel, by continuing a work that its 
new and important function renders impracti- 
cable. Let the university cease to be an ana- 
chronism, and the college will lose its ambition 
to be an upstart; or, to put it more strongly, 
when the university ceases from selfishness, the 
college will come to its own. 

Many university men are beginning to realize 
that the American university is clinging to a 
work worthily done before the transformation, 
but that can now be better done in a genuine 
modernized college. In the July, 1877, number 
of the Atlantic Monthly, Mr. Ashley, in an ex- 
cellent article on " Jowett and the University 
Ideal," after discussing the tutorial system of 
Oxford, says: 

" Come now to the students for whose sake, 
certainly, Harvard was founded, whatever 
may have been the case with English colleges, 
and whose presence casts upon those respon- 

101 



The College 



sible for academic policy duties which they 
cannot escape if they would. Grant that edu- 
cation — and education as Jowett understood 
it, the training of character as well as mere 
instruction — is the main business of a univer- 
sity, what is to be said of the situation? That 
we do as much here for the average man as 
the Oxford tutorial system accomplishes, it 
would be idle to affirm. The introduction of 
the tutorial system, however, is out of' the 
question; it needs the smaller college for its 
basis; it requires that the tutor should enjoy 
a prestige which we cannot give him; and it is 
still further shut out by elective studies." 
The defect is here frankly acknowledged. 
The close personal advisory contact of the ma- 
ture, manly professor, not the mere scholar, not 
the youthful university instructor, is needed to 
form the life, to correct the ideals of the boy of 
seventeen, as he comes from the shelter of the 
home and the local school. To plunge this 
youth, perhaps perfectly trained up to this time, 
but with only a glimpse of the world, and with 
vague, unanswered questionings and longings in 
his breast, into a restless, seething mass, to 

1 02 



Its Province 

render him no assistance in his selection of com- 
panions, to leave him practically without re- 
straint, to offer him no help save formal lectures 
to aid him in the solution of difficulties that in- 
volve both head and heart, and which virtually 
determine destiny, — all this were foolish, if not 
heinous. 

The modern university president is a great ad- 
ministrator, a man of affairs, but his contact 
with the individual student is limited to an oc- 
casional interview, if not simply to the presenta- 
tion of the diploma. However great and good 
Presidents Eliot, Low, Gilman, Harper, and 
Jordan may be, they cannot do for their students 
as individuals the work of a Mark Hopkins, an 
Eliphalet Nott, a Francis Wayland, or a Wilbur 
Fisk. Nor do the deans of the several depart- 
ments, though coming into closer relations with 
the student body, accomplish a great work in 
the life of their students as individuals, or in their 
spiritual development. The conditions do not 
admit of it. Nor does the present-day univer- 
sity professor, though his reputation for scholar- 
ship be world-wide, standing at long range to de- 
liver a learned lecture, give much of his own 

J 03 



The College 

personality to his students. Neither can the 
temporary instructor, working for his own de- 
gree, seeking recognition by scholarly mono- 
graph or midnight thesis, spend time on a thing 
so trivial as the development of personality, of 
character, in his charges. 

There is certainly a clearly marked province 
for the modern college as distinguished from the 
genuine university. This is to take the best 
products of the home and of the local schools, 
and by hand-to-hand and heart-to-heart pro- 
cesses make of the tender youth the strong, well- 
poised man; not a professional, not a specialist, 
but the material out of which is formed, in uni- 
versity or professional school, a specialist who 
is at the same time a home-builder, a lover of 
his country, a philanthropist, a man interested 
in the affairs of this world and yet " desiring a 
better country, looking for a city which hath 
foundations, whose builder and maker is God." 

In order that the college may keep within its 
province, it should be organized along these 
lines: 

I. Omitting professional studies and the 
minor subdivisions of any subject? its curriculum 

104 



Its Province 

should cover the whole range of literature, phil- 
osophy, and science. This is necessary in ordei 
to avoid narrowness and so as to keep the stud- 
ent in touch with modern life. Perhaps nothing 
has ever surpassed the time-honored and time- 
tested classical course as a genuine intellectual 
developer; yet it would be a confession of weak- 
ness in latter-day programs to assert that no 
other course can be made equal to it for the same 
purpose. While every course should recognize 
that certain subjects are essential and that there 
should be a variety sufficient to preclude illiber- 
ality and lack of general information, it may as 
well be acknowledged that the student cannot 
compass the whole field of learning nor absorb 
the complete wisdom of both ancient and 
modern philosophers. Granting, then, that men 
have different aptitudes, if the selection of 
studies is not made too early, and is always made 
under the direction of judicious teachers, the 
college curriculum may safely embrace courses 
in the arts, the sciences, letters, and philosophy, 
in each of which a third or fourth of the work 
may be elective. This option of four or five 
courses permits the students from different pre- 

105 



The College 

paratory schools to enter without disadvantage, 
and on entrance to select the degree for which 
they prefer to work. The privilege of choosing 
a certain part of each degree course enables the 
student, after longer deliberation, to modify his 
earlier choice without incurring a reputation for 
fickleness. 

II. The library and the apparatus should be 
complete enough to encourage a liberal use of 
them without discouraging by mere multiplicity 
and a confusion of choice. 

III. The location should be neither rural nor 
urban, but a happy mean, where the student may 
pome in contact with the best elements of society 
without being dazzled by fashion and folly, and 
without being overwhelmed by the mad rush 
and roar of the business and professional world. 
It is especially important that the community 
be in harmony socially with the college, careful 
of its welfare and reputation, and free from 
those social allurements which fascinate the 
unsuspecting and unsophisticated and blight 
the youthful character beyond recovery. 

IV. Above all, the college faculty must be a 
small body of men, selected with reference to 

1 06 



Its Province 

character as well as scholarship. A small faculty- 
is necessary, so that each member may be per- 
sonally and thoroughly known by the appointing 
power; so that each may feel his individual re- 
sponsibility, and may not imagine that in so 
great a multitude his influence is of little worth; 
and so that there may be a perfect understanding 
among the members and complete unity and 
harmony of action. While the president should 
be a man of affairs, able to represent the institu- 
tion before the world, capable of managing its 
business, and possessing sufficient scholarship to 
understand the work of each department and to 
command respect, still he should be above all 
else a manly man, a friend of youth, and an in- 
spiration both by precept and example to noble 
living. While he must be manager general and 
perhaps must teach often enough to be ac- 
counted a real teacher, still he should be free to 
give ample time to confidential conferences with 
every individual student. He must understand 
and sympathize with youth, and win, even if un- 
consciously, the complete confidence of every 
youthful soul, and with loving heart and firm 
hand guide the student to the purest and truest 

107 



The College 

ideals, and show him how to concrete these 
ideals in the common affairs of daily life. Each 
professor, like the president, should be a genuine 
nan. He should be a specialist in understand- 
ing his subject, but not an exclusionist in teach- 
ing: it; because he must remember its relations 
to all other subjects, and must seek to correlate 
his own with other departments; to cause stud- 
ents to be devoted to his subject, not because 
they consider it to the exclusion of all others, 
but because of its intrinsic worth and its demon- 
strated relation to all departments of life. He 
must take a greater interest in his students than 
in his books and lectures, and be more willing to 
advise and encourage than to develop theses 
and correct themes. 

V. The college that is true to its functions 
will be more solicitous of the quality than ambi- 
tious of the number of matriculates received and 
graduated; will not be a mere registering ma- 
chine, but a spiritual laboratory for testing, and 
a psychical gymnasium for developing character. 
The number of students should be limited to two 
or three hundred, so that president and profes- 
sors may know every student intimately, and so 
1 08 



Its Province 

that each student may feel himself the object of 
personal sympathy and care; and further, that 
students may know each other, and be able to 
bring the pressure of the whole body to bear 
upon the refractory and unworthy; so that little 
aristocratic cliques and convivial clubs may find 
no congenial soil, to the end that the true worth 
of the individual may be appreciated, and a 
manly democratic spirit may prevail. 

Finally, to secure this end there must be a 
clear recognition by each institution of its own 
province. Each, by being true to its own ideal, 
must set a proper example. The local high 
school or academy must have liberty to meet 
the peculiar demands of its community. The 
only absolute requirement to be demanded of it 
should be thoroughness and perfect honesty in 
dealing with ihe public and with its students, 
who should not be led to believe that their course 
and training in a high school are of a collegiate 
character. The college must not chide the high 
school for entering somewhat into the college 
sphere, and it must have the courage to let the 
university criticize its unpreparedness in univer- 
sity admission requirements, because it con- 

IOQ 



The College 

scientiously believes that the university requires 
too much for the sake merely of keeping up its 
dignity. Let the college do liberal but not spe- 
cial work, requiring thorough, accurate scholar- 
ship, but emphasizing character; not attempting 
to make professional men, but merely assisting 
its students wisely to choose their callings, and 
directing them to the university for professional 
or technical instruction. The college should be 
ready to receive the average boy of seventeen, 
and in three to five years (there is no logical or 
mystical significance in the traditional four) give 
the faithful student his baccalaureate degree. 
Then the university, asserting its leadership, in- 
different to mere numbers, but seeking to keep 
to its own province and to discharge its own 
functions, will be thronged by a superior type 
of manhood, and the world will have men as well 
as specialists in every department of life. The 
common school means salvation offered to all. 
The high school means larger opportunity 
brought to every door. The college means the 
largest life for the individual who will enter into 
life. The province of the college is the making 
of men. The university means the concentra- 
tion of all the powers of that life for the best 
work in a chosen field. 



no 



CHAPTER VII. 

OPINIONS CONCERNING THE 
COLLEGE. 

In a recent article in The Educational Review, 
President R. E. Jones, of Hobart College, ex- 
pressed the following sentiments: 

" Can a university be a university when 
four-fifths of its students are immature? Are 
high-school graduates fit to enter with profit 
university schools of law and medicine and 
philosophy? An institution is not a uni- 
versity, whatever it may call itself, until 
not only its method but its material is 
of university grade. When colleges apply 
college methods to college material, and uni- 
versities have university material to which to 
apply university methods, different results will 
be obtained. 

ill 



The College 

Our younger professors, monsters of erudi- 
tion and of scientific and scholarly interest, are 
forcing ^ university assumptions on the col- 
leges; they do not want to train and drill and 
teach dull boys, they do not know how; they 
want to lecture and to let the boys pick up 
what they can until the examination reveals 
their mental poverty and there is an excuse 
for dropping them. The young professor 
wishes to turn every country college into a 
university and to treat high school graduates 
as if they had come from a German gym- 
nasium. He is nearly always a doctor of 
philosophy and throws himself into his subject 
with a deadly earnestness destructive of all 
sense of proportion. He wants to handle well 
his boys; to lecture to the mass of students 
and to train the few bright ones in research; his 
science absorbs his thought. A young in- 
structor at a famous institution said of an- 
other; " Thompson will not make his mark in 
science, he is beginning to show a vulgar in- 
terest in teaching." The doctor of philosophy 
has little use for the slow and dull, and still 
less for the average idle boy; he is willing to 

TI2 



Opinions 

concern himself with the cream of the class, 
but as to all the others, he is charmed with 
any excuse to drop them. out. In his mind 
the dull man has no rights, and the instructor 
no duty to awaken the idle one. This theory 
is not often plainly stated, but it is widely held. 
It rests upon an imaginary analogy between 
an American college and the German univer- 
sity. It imposes on the college the funda- 
mental assumptions of the university, namely, 
that its students are 'intellectually mature, ihat 
it exists only for bright men, and that it cares 
little what becomes of the dull and slow and 
unawakened ones. 

The notion that the true college is to be- 
come superfluous, that by and by the aspirant 
can pass from high school to university with- 
out losing anything, that the omnibus — insti- 
tutions are to short-circuit the college, is 
founded upon a misunderstanding of the con- 
ditions under which teaching is possible. Most 
of the arguments for the small college are in- 
sincere. I make no special plea for it; but I 
do argue and plead for teaching, and for the 
conditions under which it is possible. Teach- 

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The College 

ing is individualized instruction, instruction 
which regards each pupil's needs and peculiar- 
ities. Such individualization is impossible 
where classes are overgrown, or where lect- 
ures are chiefly relied on. Is there any teach- 
ing where young professors lecture to a 
hundred and fifty freshmen, as is the case in a 
certain State University? In most subjects no 
man can really teach more than twenty-five 
students at a time. If a college is fundament- 
ally a teaching institution, when it becomes so 
large that instruction is no longer individual- 
ized, it ceases to be a college and becomes an 
educational hybrid (hybrids are usually bar- 
ren). When it is overgrown, an institution 
usually ceases to be a college. A college 
should be an institution with a definite disci- 
plining aim; for disciplinary purposes the 
educational unit must be small, small enough 
to require of every pupil a persevering activ- 
ity, and small enough to put the teacher's per- 
sonality into constant and vital reaction upon 
each pupil's mind. When students overwhelm 
and swamp the teaching power, education 
cannot result. The colleges of Oxford are 

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Opinions 

small, miserably small according to our ideas; 
they average 125 members; but they can 
teach! 

The effective educational unit is a small one; 
this is all that can be said for the small col- 
lege and it is enough. The sub-division of 
our large institutions into several independ- 
ent, effective teaching-units; the association 
in one place of a dozen small colleges, would 
be a forward step in our educational develop- 
ment; it would secure the ad/antages of the 
various types of academic organization and 
justify the president who enlarged upon the 
superiority of the small college and prayed for 
a freshman class of but three hundred." 
At the meeting of the Southern Educational 
Association of 1896, President R. H. Jesse, of 
the University of Missouri, argued as follows: 
" But deadly enemies to national education 
are the colleges that are such in name only, 
but in fact are high schools or less. It seems 
perfectly right when they do not and cannot 
honestly live up to their professions, to work 
and pray for their reduction in title or for their 
utter destruction. 

us 



The College. 

Let it not seem to be digression if I discuss 
here what it takes to make a real college. 
For the institutions that bear this name un- 
worthily, being deadly enemies to the high 
schools on the one hand and to the real col- 
leges on the other, are most serious obstacles 
to articulation: 

To be classed as a college at all an institu- 
tion of learning should at least meet fully these 
conditions. 

(i.) It should require from every candidate 
for a degree four years of academic study, 
with a minimum of fourteen hours a week. 

(2) It should have a faculty of at least eight 
teachers, each of whom gives his entire work- 
ing time to instruction in the institution, and, 
moreover, to instruction in one or more of the 
following subjects: English, Latin, Greek, 
French, German, history, mythology, political 
economy, philosophy, mathematics, physics, 
chemistry and biology. Instruction should 
be provided in all these subjects. 

(3) It should teach science by the labora- 
tory method and it should be well equipped 
for at least physics, chemistry and biology. 

116 



Opinions 

(4) The following or their full equivalent, 
should be the minimum requirements for ad- 
mission to a real college: 

(a) Mathematics — As much as can be 
learned under good instruction in three years, 
five periods a week. In this time students 
should have completed a standard high school 
algebra, and at least plane geometry. 

(b) Science — One year, eight periods a 
week, of laboratory work in at least ■ one 
science chosen from this group: biology, 
physics and chemistry. 

(d) Latin — Three years work, five periods a 
week. In this time two authors should have 
been read, and an introductory book thor- 
oughly studied. Instead of the Latin, its full 
equivalent in amount in modern languages, 
might be accepted. 

(e) English — Three years, five periods a 
week. Two years at least should have been 
given to the reading and study of master- 
pieces of American and English literature, 
and practice in writing English should have 
been required regularly. 

117 



The College 

(f) History and Mythology — Two years 
work, five periods a week. One year should 
have been given to Greek and Roman history 
and mythology; and another year to English 
and American history and American govern- 
ment. 

(g) Greek — Two years of Greek, five periods 
a week, or the full equivalent in time in addi- 
tional study of the sciences or to modern 
languages or history. 

A period means about forty minutes. If 
nine months work in one subject, with five 
periods a week, be called a point, the sum 
total of points to be offered and required is 
fourteen, of which the applicant should be 
expected to make at least twelve, clear of all 
conditions. 

Any institution that can fully meet these 
conditions may fairly be called a college, but 
in my opinion, no institution can fall below 
them and justly claim the title. They repre- 
sent the minimum. 

For proper division of labor and just con- 
ception of real function it is, in my opinion, 
important that graduate work should be left to 

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Opiniors 

the universities, and should not be attempted 

by even the best of colleges." 

At the National Educational Association of 

1897, President J. H. Baker, of the University 

of Colorado, spoke thus: 

"In America the college has been frankly 
maintained in accord with Platonic ideals. A 
full-rounded manhood, drawing its power from 
each chief source of knowledge, and prepared 
in a general way for every practical activity 
has been the aim. The American college is 
dear to the people, and it has done much to 
make strong men, who have powerfully in- 
fluenced the nation. There are, however, var- 
ious tendencies which are likely to modify the 
whole organization of the American univer- 
sity, including that of the college. 

There is a movement to shorten in some ;i 
manner the whole course of education. Al- 
ready many colleges and collegiate depart- 
ments of universities offer electives that will 
count for one or two years of law, medicine, or 
theology. Already the university system in 
the form of group electives is introduced into 
the last two years of college. The outcome 

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The College 

will probably be a gradual reorganization of 
the high school studies and those of the first 
two or three years of college. The new cur- 
riculum should lay for the student a broad and 
firm foundation in knowledge and power for 
subsequent aptitudes. Upon this should be 
built the graduate school, the professional 
school, and, perhaps, the school of technology. 
In this plan the American college need not be 
lost, for the bachelor's degree could be granted 
for a given amount of work beyond the college 
in the graduate school. The claim that the 
student should begin university work almost 
anywhere along the line of education before 
laying a complete foundation for a specialty 
appears absurd. It may be added that only by 
partial reorganization of our educational sys- 
tem can the admission standard to the Ameri- 
can professional school ever be made respect- 
able." 

At the meeting of the National Educational 
Association of 1898, Dr. W. B. Smith, of 
Tulane University, spoke as follows: 

" Out of the present college-university must 
emerge the college and the university; dis- 

120 



Opinions 

tinct in aim, method, discipline, organization. 
The many colleges that nowadays are making 
broad their phylacteries and assuming the 
functions of universities should abandon such 
aspirations and content themselves with col- 
lege work proper — work not the less useful, 
difficult, and honorable. The college class- 
room calls for a kind of talent different from 
that demanded in the university lecture-room 
— different, but not inferior. On the other 
hand, the real universities in our land should 
lay aside all undergraduate work below junior 
and senior years, and devote their wealth, 
their equipment, their energies solely to uni- 
versity work proper — to research, to technical 
and professional training. Even then they will 
have all and more than they can do, for the 
university supply does not yet equal the de- 
mand. 

It is only a few years since the same pro- 
cess of spontaneous fission separated finally 
the college from the academy. Till then the 
so-called preparatory department was a regu- 
lar annex to the college. The process of sep- 
aration was not always painless, and often 

121 



The College. 



met with earnest protest, but it has now been 
very generally accomplished. A similar dis- 
sociation at the upper end of the college 
course will free it from anomalies and bring 
into independent being the university in 
America. The college will then enter upon a 
career of greatly enlarged usefulness. Its 
function as the special organ of general cul- 
ture, of intellectual discipline non-profes- 
sional, but fitting for all professions, 
being more clearly defined than ever be- 
fore, it will receive wider recognition and 
enter more largely than ever into the general 
mental life of our people. Students will be 
attracted to it whom now it cannot reach. At 
present our educational system is chaos, and, 
through its lack of consistent organization no 
less than through its over-diffusion and lack 
of accent, it wastes at least two years of the 
student's life. Everywhere in nature waste is 
an impressive phenomenon, but nowhere 
more impressive than in American education. 
The college of the future will parallel closely 
without imitating on its classical side the Ger- 
man gymnasium, and on the scientific side 

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Opinions 

the Realschule; while our university of the 
future will keep fairly abreast with the uni- 
versities of Germany." 
President A. S. Draper, of the University of 

Illinois, at the same meeting of the Association, 

said: 

" The question as to what is to become of 
the denominational colleges is much thought 
of and frequently discussed. It seems to me 
that they must stand or fall upon their merits 
from the standpoint of higher education 
rather than from the standpoint of sectarian- 
ism. Every one wishes them well. But the 
trend of progress is inexorable. The stand- 
ards of higher education in this country are 
going to advance and t>ecome more firmly 
fixed. The time is coming — in some parts it 
has now come — when no one can lower those 
standards or hinder their advance without 
being discredited. A weak college on a pri- 
vate foundation ought not to stand in the way 
of the good public high school. On the other 
hand, I have no thought that the high school 
is to become the college of the future. At 
least until the time when our territory is very 



The College 

much more thickly settled than now, there is 
reason to believe that the high schools will do 
less advanced rather than more advanced 
work than they are trying to do. The colleges 
need have no fear of being without a field or 
being robbed of their opportunities. They 
may do a work which the sentiments of the 
average communities will not support the high 
schools in doing, and which it is either not 
practicable for the universities to do or which 
large numbers of students cannot go to the 
universities to secure." 

Prof. Clement L. Smith, of Harvard, in an 
address before the American Philological Asso- 
ciation, July, 1899, asks the following questions: 
"Under the operation of these forces (en- 
largement, expansion, vigorous growth), what 
is to become of the college? Can it maintain 
its place? Ought it to be maintained? Why 
should we support, at great expense, this in- 
termediate institution? Why transplant our 
educational shoots twice? What function 
does the college serve that could not be per- 
formed by the secondary school or by the 
graduate school? Why not partition the pro- 

124 



Opinions 

vince of the college between the two, and di- 
vert its resources into other channels?" 
In answering these questions Prof. Smith, 
while vigorously contending for great modifica- 
tions in the methods and curricula of the col- 
leges, argues that the secondary school cannot 
do the work of the college: for, says he, 

" The school has to do with boys and girls, 
and must deal with them as pupils who need 
constant guidance and oversight; the college 
has to do with students who are learning to be 
men." 

Without stating it in so many words, and, per- 
haps, without intending to argue for the sepa- 
rate existence of the college and of the genuine 
university, Prof. Smith makes out a strong case 
in favor of the college as an institution distinct 
from the university proper. 

Professor G. T. Ladd, of Yale University, in 
his Higher Education, wrote: 

"The vast majority of the "colleges," so 
called, in this country should be content to re- 
main colleges — that is, places which make no 
pretense to carry men beyond such secondary 
education as is preparatory to a genuine uni- 

12=; 



The College 

versity education. To improve the secondary 
education which they impart, and to make it 
somewhat worthy of the idea connected in the 
minds of our people with the word " colleg- 
iate," may well satisfy their highest ambition. 
On the other hand, there can be no doubt that 
the great majority of the institutions now 
called " universities " should renounce both 
the name and the pretence of the thing. Only 
those few institutions that have already ac- 
quired large resources and equipment for the 
highest instruction, and that can hope to draw 
from their own and from other colleges a suffi- 
cient constituency of pupils already trained in 
a thorough secondary education, should strive 
to develop themselves into universities. 
Large means for scientific research — libraries, 
museums, observatories, etc. — are indispens- 
able for this development. A complement of 
professional schools, with their faculties, is 
also, if not indispensable, at least highly im- 
portant. I venture to assert that not more 
than a half-dozen (?) universities should be 
developed in the entire country during the 
next generation, and that no new institutions 

126 



Opinions 

to bear the name should, on any grounds 
whatever, be founded." 

In April, 1900, President Seth Low, of Co- 
lumbia University, addressing the faculty and 
students of Colgate University, used the follow- 
ing significant language: 

" The aim of the American college, as I con- 
ceive of it, is to give a liberal education; or, 
if you please, to develop the man. The aim of 
the American university, on the other hand, 
is to make a specialist; it may be in one of the 
professions, or as a historian, an author, or a 
man of science. Theoretically and ideally, the 
university ought to be founded on the college, 
because a man ought to be broadened before 
he begins to specialize; but, practically, this 
is not a necessity of the situation, however de- 
sirable it may be. 

" It cannot be denied that the small Ameri- 
can college (by which I mean a college uncon- 
nected with a large university) is obliged to 
find a place for itself to-day under conditions 
widely different from those which have existed 
heretofore. The high schools have been 
carried up in their work and the universities 

127 



The College 

have been carried down, so that the colleges 
no longer have a well-defined and unchal- 
lenged field which is theirs alone. The great 
majority of students leave school at the end of 
the grammar grades; another large number at 
the end of the high school; still another large 
number cease their studies at the end of the 
college, and it is, after all, only a few out of 
the great number of those who go to school 
who are privileged to continue their studies 
until they have taken an acknowledged posi- 
tion as both broadly trained men and recog- 
nized specialists. It is of the utmost import- 
ance that the students who are to go forward 
through college and the university should not 
waste their time in detours that take them 
aside from the mark. Such students as these 
should be permitted to go from the high 
school to the college when they are ready, and 
also from the college to the university at the 
proper time. I believe that the small college, 
using the term again in the same sense as be- 
fore, can profitably duplicate a part of the 
work done in the high school. If I had the 
destiny of a small college in my keeping, I 

128 



Opinions 

should lower the entrance requirements to 
what they used to be a generation ago, and I 
should be satisfied to do now the work that 
was so well done then. 

" America needs broadly trained men as 
much as it ever needed them, and the age in 
which that liberal training ought to be ob- 
tained is from sixteen to twenty, or from 
seventeen to twenty-one, just as it used to be. 
I think that small colleges that would be con- 
tent to make the old college tender, enriched 
as much as it can be according to their ability, 
and would make it available at the former col- 
lege age, would find a demand which would be 
persistent and growing for just this education. 
Such colleges cannot hope to compete with 
the universities in the matter of training spe- 
cialists, and they will do injustice to their own 
students who propose to specialize if they try 
to. If each college will formulate for itself, 
with definiteness, its proper aim, the means 
for carrying out that aim will be clear enough. 
In point of view of breadth of opportunity a 
small college can never compete with a col- 
lege which is part of a university; but in point 

129 



V 



The College 

of view of quality of work within its own 
range, the small college can challenge the 
competition of the large ones and of colleges 
connected with universities without fear. A 
denominational university is a contradiction 
in terms; unless, as here at Colgate, the only 
direction in which it aims to specialize is in 
preparation for the ministry. But, for the 
training of men and for the development of 
character, the American people must change 
importantly before the denominational college 
will have lost its place." 

The Presbyterian Banner of July 26, 1900, 
contains the following editorial indicating the 
place of the denominational college: 

" A. small faculty, declining to attempt the 
technical instruction which persupposes ex- 
pensive laboratories, and refusing to offer 
post-graduate courses, for which their mem- 
bers have no time to give the necessary in- 
struction, may yet, by confining their efforts 
to the limited course belonging to the histori- 
cal college, and by coming into the close, 
personal relations with their students, which 
are impossible in the large universities, do 

130 



Opinions 

more for the mental training and general cul- 
ture of their students than can be done for 
them by the larger university faculties. It is 
in this field that the smaller colleges are strong 
and the universities are weak. Since competi- 
tion is inevitable and their competitors arc so 
strong in certain respects, it would seem to be 
wise policy on the part of our denominational 
colleges to confine their energies to what they 
can do best, and make enlargement of their 
work wait on enlargement of their power, 
meanwhile appealing for funds on the ground 
of the excellent work they are actually 
doing. 

At the National Educational Association of 
1900, President W. R. Harper, of the Univer- 
sity of Chicago, in an address on " The Pros- 
pects of the Small College," after a very candid 
presentation of both sides of the question, sums 
up his argument in the following propositions: 

(1) The small college is certain of its exist- 
ence in the future educational history of the 
United States. 

(2) It must, however, pass through a 
serious struggle with many antagonistic ele- 

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The College 

ments, and must adjust itself to other similar 
and, sometimes, stronger agencies. 

(3) In the process of this struggle and ad- 
justment some colleges will grow stronger; 
some will become academies; some, junior col- 
leges; the high schools will be elevated to a 
still more important position than that which 
they now occupy; while, all together, high 
schools, colleges, and universities, will de- 
velop greater similarity of standard and 
greater variety of type; and, at the same time, 
they will come into closer and more helpful 
association with one another. The general 
result will be the growth of system in the 
higher educational work of the United States, 
where now no system exists. 

(4) The future of the small college will be a 
great future; a future greater than the past, 
because that future will be better equipped, 
better organized and better adjusted." 

In the body of the address he utters these 
noble sentiments: 

" No greater acts of heroism or self-sacrifice 
have been performed on battlefield, or in the 
face of danger, than those which are written 

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Opinions 

down in the book of the recording angel to 
the credit of the teachers whose very blood has 
gone into the foundations of some ofiour weak 
and struggling colleges. Blood thus freely 
and nobly given can never have been given in 
vain. It will cry out to heaven in behalf of the 
cause for which it was spent, and this cry will 
be heard and answered, and new friends will 
be raised up. The love of an alumnus for his 
alma mater is something sacred and very 
tender. Does the true son think less of his 
natural mother because she is, perhaps, poor 
and weak, or even sick and deformed? The 
true college man is and will be all the more de- 
voted to his spiritual mother, if, perchance, in 
the varying tides of human vicissitude, she has 
become low; or, if in spite of long and weary 
years of struggle, she has failed to grow into 
full and perfect vigor. There are scores of 
colleges which live to-day, and in God's provi- 
dence will continue to live, because of the de- 
votion, even at terrible cost, of a few teachers, 
or a few alumni. Such devotion, money cannot 
purchase. It is worth more than money. It 
is a gift more precious than any thing material. 

133 



The College 

It is, moreover, the very essence of the life of 
the institution for which it is cherished. And, 
as the essence of that life, it is the guaranty of 
the life of the institution." 
Further on he justly characterizes the small 

college as a true expression of the American 

spirit: 

"The small colleges, scattered everywhere, 
are but the natural and inevitable expression 
of the American spirit in the realm of higher 
education. The universities of Cambridge 
and Oxford, as now constituted, are an ex- 
pression of English aristocracy. The universi- 
ties of Berlin andsLeipsic, and the gymnasia of 
Germany, represent most fittingly the German 
imperial spirit. 

" The small colleges in Ohio and Missouri, 
in Iowa and South Carolina, and in every state 
of our magnificent union, are the expression of 
the democratic spirit, which is the true Ameri- 
can spirit. The small college exists to-day as 
a legitimate result of the working of that 
spirit. It is as truly American as is any other 
institution of our country. The American 
spirit which has created these colleges is, after 

134 



Opinions 

all, the highest and the most certain guaranty 
of their continuance, and in this fundamental 
fact and factor the others to which I have re- 
ferred find their basis. 

"It cultivated the habits of economy and 
has usually been free from the vices that ac- 
company the liberal use of money. Its own 
poverty and economy have usually been an ob- 
ject lesson to the student. The democratic 
sentiment usually prevailing has bound the 
students in a close friendship. Here have been 
trained many of the recruits who have saved 
the interests of the people. Some of them have 
risen to eminence, but more of them have 
quietly but efficiently served the community 
which supported the college. The unwritten 
history of the small college is liable to be over- 
looked and forgotten in the annals of the 
great, but there are a thousand hillsides and 
as many fruitful valleys in our country where 
the service is gratefully recognized." 
At the same meeting of the National Educa- 
tional Association, in an address on " The Small 
College — Its Work in the Past," President W. 
O. Thompson, of the Ohio State University 

135 



The College 

closed with the following glowing tribute to the 

small college: 

" They are, however, centers of life and light 
to hosts of people whom the greater "schools 
do not and cannot reach. They are constantly 
seeking out boys, many of whom rise to emi- 
nence. These men more than justify the 
reason for existence. In the poorer grade of 
the small college there may be found much to 
criticise. No doubt the standards are often 
too low. Some harmful results do follow, but 
it is a mistake to be too sweeping in our con- 
demnation. The small college is winning to- 
day more than its proper share of the honors 
in our great universities. These facts persist 
and are very stubborn things. The self-denial, 
the hardship, the heroism still found in many 
of these colleges with the lack of some modern 
fancies are pretty useful ingredients in the 
coming man. The small college has usually 
been the poor man's college." 



I3<5 



CHAPTER VIII. 
THE TYPICAL COLLEGE. 

So marvelous has been the expansion of the 
university that in the public mind the genuine 
college has been unduly overshadowed. While 
the people should have a proper conception of 
the functions of the true college, it is natural 
and right that the universities should be better 
known. The university is cosmopolitan. The 
college is provincial. Although every univer- 
sity may serve some vicinal constituency, yet 
by its distinctive work and peculiar advantages 
each draws a certain class of students from afar. 
The college must come into closer contact with 
its students. Its capacity is limited. Barring 
slight denominational and sectional idiosyncra- 
sies, every good college should be much like 
every other good college; hence its attractive 
power will regularly diminish as the distance in- 

137 



The Typical College. 

creases. It is not strange, then, that the fairly 
informed man who can readily name a dozen 
universities, most of which are beyond the 
boundaries of his own travel", hesitates to desig- 
nate half that number of genuine colleges. 

A few colleges, through some famous presi- 
dent or professor or alumnus, or by virtue of 
some characteristic bit of history, are widely 
known; but the average college, however true it 
may be to its high mission, has only a local, or at 
best a denominational or State reputation. * It 
does not follow, however, that the college whose 
president fails to follow when President Eliot or 
President Harper announces some innovation, 
is necessarily disqualified for its sacred task, the 
making of men; but the college that apes 
Harvard or Chicago in methods and aims may 
easily cease to be a true college without becom- 
ing a genuine university. The college must 
know what Harvard and Chicago and Stanford 
and Michigan are attempting, in order to harm- 
onize its work with theirs; but must not attempt 
to duplicate their work. While the college can 
not consistently increase its enrolment beyond 
a certain point, it must thoughtfully adjust itself 

138 



A Few Instances 

to the legitimate demands of each age and con- 
stantly add to its facilities. 

The university must consider the quality of its 
output, and may consistently hope for larger and 
still larger numbers in attendance. The twen- 
tieth century may find 25,000 students at any 
one of the great universities. The college that 
matriculates 500 will brand itself a pseudo- 
college, for the character of its work and not 
the number of its students must be the para- 
mount consideration with the genuine college. 
The twentieth century may occasionally see 
some college of urban location with unusual re- 
sources expand into a university; but that a col- 
lege can command 300 students and still secure 
more, will imply that the population is large 
enough to justify the establishment of another 
at a suitable distance. 

The policy of the genuine college is admir- 
ably set forth in " An outline of the Educational 
Policy of Hobart College," as given below: 
" The general aim of Hobart College is to 
preserve all the valuable features of the tradi- 
tional American college with such improve- 

139 



The Typical College. 

ments as experience has suggested. The 
proper object of a college course, as distin- 
guished from the studies pursued in the uni- 
versities, and in the professional and technical 
schools, is the symmetrical and harmonious 
development of all the powers with which the 
student is endowed. With respect to mental 
training we believe that this object is best se- 
cured by a course of studies in which the lan- 
guages, the humanities and mathematics are 
the groundwork, and in which the study of the 
sciences is pursued no further than is needful 
to train the mind to the scientific method. 

We hold that the student should be required 
to pursue for a considerable time one or more 
subjects in each of the primary groups into 
which knowledge may be divided; and that 
for the acquisition of the scientific habit of 
mind the pursuit of one or two of the sciences 
during a considerable period will be found 
more effective than a desultory and perfunc- 
tory pursuit of a larger number. Which of 
the sciences shall be selected, is a question 
that may safely be left to the student and his 
advisers. 



H° 



A Few Instances 

The college should not attempt to do the 
specialized work of the university nor that of 
the professional school, and far less that of the 
technical school; but should endeavor to pre- 
pare men to enter upon such specialized work 
to the very best advantage which their origi- 
nal capacity admits of. 

It is believed that young men should be 
ready to enter college at sixteen or seventeen. 
This would enable them to begin their profes- 
sional studies at the age of twenty or twenty- 
one, with powers and faculties so well bal- 
anced and rounded as to secure the happiest 
results. The same age for graduation and the 
same general training are equally suitable in 
the case of young men who propose to engage 
in business and desire to carry with them into 
private and public life a disciplined intelli- 
gence and a cultivated taste. We assume that 
the college undergraduate at this age is very 
seldom competent to mark out for himself a 
profitable course of study, but is benefited, as 
a rule, by the many-sided training above de- 
fined. Our prescribed courses are framed 
upon this theory, permitting entire freedom 

141 



The Typical College 

of selection only in the senior year, and even 
then only between certain groups of subjects. 
In order that the status of the college may be 

better understood a few typical institutions will 

be described. 

AMHERST COLLEGE. 

If a man thoroughly conversant with educa- 
tional history and progress were asked to name 
one institution which most fully and fitly repre- 
sents the college idea, he would probably with 
little hesitation designate Amherst College, lo- 
cated at Amherst, Mass., within a few hours' 
ride of Harvard, Yale, Boston University, 
Brown University, and Wesleyan University, 
not to mention such colleges as Williams, Tufts, 
and Trinity. 

Amherst College, although possessing ample 
buildings and equipment and large productive 
funds, has resisted the influences that have 
driven many a weaker college to attempt to be a 
university. 

It had, in 1899, material equipment worth 
more than $1,000,000, and a productive endow- 
ment of $1,500,000. Its library numbers 72,000 

142 



A Few Instances 

volumes, is maintained by a special fund of over 
$3,000, and is housed in a commodious and con- 
venient building. It has several well equipped 
laboratories, an observatory, an art collection, a 
fine natural history collection, a remarkably well 
appointed and carefully managed gymnasium, 
and a health cottage. 

Its teaching force includes twenty full profes- 
sors, some of them men of national reputation, 
six associate professors, six instructors, five fel- 
lows, and three officers who are not teachers. 
During the session of 1898-9 it commanded the 
services of twenty-six preachers, including such 
men as, Drs. Josiah Strong, Alexander Macken- 
zie, Charles C. Hall, Charles H. Parkhurst, and 
Lyman Abbott; and five eminent lecturers. 

The student body was composed of 4 resident 
graduates, 74 seniors, 84 juniors, 104 sopho- 
mores, and 102 freshmen; total, 368. Of these 
175 came from Massachusetts, and from the 
neighboring states of New York 79, Connecticut 
23, Pennsylvania 15, and New Jersey 10; eigh- 
teen other states and six foreign countries were 
represented. 

These figures show that outside of the sons 

!43 



The Typical College 

of loyal alumni widely scattered, the patronage 
is largely from the territory within two hundred 
miles of Amherst. 

Although surrounded by universities bidding 
for undergraduate students and emphasizing 
their difficult entrance requirements, Amherst 
has had the courage to maintain high and strict, 
but fairer and more moderate requirements; and 
even to admit students by certificate. This has 
been done without either the loss of prestige or 
the lowering of the standard of real scholarship; 
because, after the student is admitted, he is not 
allowed to brouse at will through the course of 
study, but during the freshman and sophomore 
years is forced to take the larger part of a rigidly 
prescribed course with few electives. While 
Amherst suggests that the same number of years 
be spent in preparation as is suggested by Har- 
vard, the amount required in each subject is . 
slightly less. The difference, however, is largely 
due to the fact that Harvard has both elemen- 
tary and advanced entrance examinations, and 
virtually allows the student who offers advanced 
subjects and who takes extra courses to earn 
fcis bachelor's degree in three years, 

144 



A Few Instances 

Two degree courses, the A. B. and the S. B. 
are offered, and the A M. and Ph. D. may be 
secured, although no special encouragement is 
given to post-graduates. The degree of Ph. D. 
was not conferred in 1899, and the ten Master's 
degrees were evidently given to men who were 
pursuing their work in part away from Amherst. 
Strong courses are laid down in Philosophy, His- 
tory, Political Science, Greek, Latin, Sanskrit, 
Rhetoric, English Language, English Litera- 
ture, Public Speaking, Biblical Literature, Ger- 
man, French, Spanish, Italian, Mathematics, 
Physics, Astronomy, Chemistry, Mineralogy, 
Geology, Hygiene and Physical Education, Bi- 
ology, and Music. 

Special attention is paid to physical culture 
and as a consequence the health conditions are 
remarkably fine. 

As students under fifteen are not received, 
high-school discipline is not maintained, and yet 
the conventional restrictions are much more 
closely administered than at the university. 
Student self-government has very largely been 
realized; fraternities have been utilized to purify 
rather than to taint the moral atmosphere, and 

145 



The Typical College 

the religious life of the student body is whole- 
some and strong. 

Necessary expenses range from $295 to $467 
for the session of nine months, and worthy 
students are helped in divers ways to reduce ex- 
penses. Many valuable prizes are offered, and 
the income of $240,000 is used for a helping 
fund. 

As a result of concentration upon one thing 
and consecration to a holy cause, Amherst has 
sent forth a large army of noble spirited and 
serviceable men. 

HAMILTON COLLEGE. 

This institution has claimed to be nothing but 
a college but is noted for the thoroughness of its 
work and the remarkable proficiency of its 
students in writing and speaking. 

Located in the little village of Kirkland, near 
the center of New York, it is within less than 
one hundred miles of Cornell, Syracuse, and 
Rochester Universities, and is not far removed 
from Columbia, Yale, and Harvard, and is within 
easy reach of such colleges as Alfred, Hobart, 
Colgate, Union, Middlebury, and Williams. 

146 



A Few Instances 

In 1899 it had a number of very excellent 
buildings, including a library, laboratories, an 
observatory, a gymnasium, and a Y. M. C. A. 
Hall. 

The geological and other cabinets contain 
several thousand valuable specimens. The large 
telescope in the observatory has been used in 
the discovery of forty-eight asteroids, and for 
much other original work. In the library are 
39,408 volumes and 22,380 pamphlets. 

There are ten endowed chairs, and forty-five 
permanent scholarship endowments, besides 
funds for prizes. The faculty includes twelve 
full professors, seven associate professors, three 
instructors, and a librarian. The enrolment of 
students shows: 3 post-graduates, 34 seniors, 31 
juniors, 37 sophomores, and 58 freshmen; total 
163. Of these only 22 come from outside of 
New York, and yet only 11 of the New York 
students are strictly local. 

Sixteen is the minimum age. Entrance re- 
quirements for the Classical Course are substan- 
tially as follows: 

Greek: Xenophon's Anabasis, three Books; 
Homer's Iliad, three Books, with Prosody; 

147 



The Typical College 

Grammar; Jones' Composition, twenty chap- 
ters; Greek Antiquities. 

Latin: Caesar's Commentaries, four Books; 
Virgil's Aeneid, six Books, with Prosody; six 
of Cicero's Orations; Virgil's Eclogues; ability 
to read at sight simple prose, and to turn Eng- 
lish into Latin; Roman Antiquities; outlines of 
Roman History. 

Mathematics: Arithmetic; Algebra, includ- 
ing Quadratics and Radicals; Plane and Solid 
Geometry. 

English Studies: English Composition; out- 
lines of History of the United States; the usual 
Literature. 

For the Scientific Course, one year of French 
and one of German, or two of either may be 
substituted for Greek; and General History. 

The two courses, classical and scientific, are 
strong, although the work in declamation, essay 
writing, and debating is fuller than is common 
in college courses. 

All the studies of the freshman year and the 
first term of the sophomore, are prescribed. At 
the beginning of the second term of the sopho- 
more year one-third of the work may be elected 

148 



A Few Instances 

and the amount gradually increases until the 
second term of the senior year, when all is elec- 
tive. 

Prizes are offered for scholarship, for essay 
writing, and debating, after a plan by which the 
students are stimulated "throughout the whole 
course. 

Work is done in the following departments: 
Rhetoric and Oratory, Mathematics, Greek, 
Latin, Political and Social Science, History, 
English Literature, German, French, Italian, 
Spanish, Philosophy and Pedagogy, Ethics and 
Apologetics, Chemistry, Biology, Physics, As- 
tronomy, and Geology and Mineralogy. 

The methods of teaching, the manner of con- 
ducting the examinations, and the discipline are 
well calculated to promote growth in Christian 
character. 

Expenses range from $271 to $380 for the 
scholastic year. 

RANDOLPH-MACON COLLEGE. 
As Amherst and Hamilton are representative 
northern colleges so Randolph-Macon may be 
considered the best southern type of the college 

H9 



The Typical College 

which does not affect university manners, and 
is wholly content to remain only a college. 

It is located at Ashland, Virginia, about six- 
teen miles from Richmond, and consequently is 
near the University of Virginia, Johns Hopkins 
University, and the Columbian University, as 
well as such colleges as Richmond, Hampden- 
Sidney, St. Johns, Washington and Lee, and 
Roanoke. 

In addition to houses for professors, it has 
eight dormitories, a main building containing 
the chemical laboratory, a memorial chapel, a 
building for the library and literary societies, a 
gymnasium, and a hall containing the physical 
and biological laboratories and class-rooms. The 
library contains over 8,000 volumes and has 
$2,000 of endowment for the purchase of books. 

The productive endowment amounts to over 
$125,000, Provision is made for several prizes, 
and the income from nearly $30,000 is used for 
scholarships and loans to needy students. 

In 1899, there were six full professors, two 
adjunct professors, one lecturer, two instructors, 
a director of physical culture, and three officers 
who were not teachers. The number of students 

150 



A Few Instances 

enrolled was 123, of whom only eleven came 
from territory outside of that which belonged 
strictly to the college, and the same number 
were registered as residing in Ashland. 

The entrance requirements are English Gram- 
mar and Elementary Rhetoric, Latin Grammar 
and four books of Caesar, Algebra through 
equations of the second degree, three Books of 
Plane Geometry, Greek Grammar and Reader, 
and History. 

These requirements are perceptibly less than 
those of the colleges outlined above, but the 
calibre of the secondary schools in the south 
makes the concession necessary. As students 
in the southern colleges are usually more mature 
in proportion to their standing than in other 
sections, the character of the work done in the 
college course may be in some measure adapted 
to that maturity, so that the graduate will not 
be inferior in general culture and mental disci- 
pline. 

Only one degree, the A. B., is offered to un- 
dergraduates. While certain subjects are pre- 
scribed, the principle of election is recognized 
and provision made for it. The courses of in- 

*5* 



The Typical College 

struction are the following: Latin, Greek, Eng- 
lish, including the literature, German, French, 
Chemistry (three years), Geology, Mineralogy, 
Astronomy, Physics, Biology, Mathematics, 
Moral Philosophy, English Bible, and Physical 
Culture. 

Provision is made for the A. M. degree by 
offering certain advanced courses. 

As Randolph-Macon has its own system of 
academies, it prepares many of its own students 
without the inconvenient appendage of a pre- 
paratory department. 

Many other good colleges might be described, 
but these three have been selected, because they 
are fair instances of the typical college and have 
neither preparatory nor professional depart- 
ments. 

Two tables are given at the end of this vol- 
ume showing the status of certain institutions 
which may fairly be designated colleges as dis- 
tinguished from the university. These are so 
selected as to represent different sections and 
denominations, and they show the progress 
which has been made in eleven years. Several 
have prep?ratory departments organized as 

152 



A Few Instances 

academies. The statistics are from the Report 
of the United States Commissioner of Educa- 
tion, and are not so recent as those used in de- 
scribing the three colleges above. 

In nearly every instance there is a consider- 
able increase in endowment and other resources, 
and in the teaching staff; but the enrolment of 
students is not yet large. 

Only Amherst and Oberlin have passed the 
three hundred mark, and Hobart, though having 
good equipment, has less than one hundred. 

These figures sustain the contention that, 
although the college should grow in respect to 
its fiscal resources, it must be a small college if it 
would be genuine college. 



CHAPTER IX. 

RELATION OF THE PUBLIC, HIGH 
SCHOOL TO THE COLLEGE. 

It is assumed that this topic includes the 
reciprocal relations of high school and college. 
It is further assumed that the relations between 
all properly organized schools should be cordial 
and mutually helpful. Consequently the inquiry 
is not as to what the relation is, but how it may 
be sustained with the greatest harmony, not 
merely to preclude the clashing of interests, but 
to enable each institution to support and 
strengthen all the others. To this end it is 
necessary that both high school and college 
should understand each its own sphere and the 
purpose of its organization. 

The high school is the highest department of 
a local public educational system. It is de- 
signed to receive the youth of twelve or four- 

154 



Relation to the College 

teen, already thoroughly grounded in the ele- 
mentary branches, and to give him a more 
liberal education. Its course should require not 
less than three nor more than four years for 
completion. The range of studies should be 
wide and the instruction thorough, but not com- 
prehensive, as the time limit will not admit of 
the completion of any subject. 

The high "school should meet the demands of 
two classes: First, those who will go no higher, 
but will presently leave the school for the activi- 
ties of real life; second, those who purpose tak- 
ing a collegiate or university course. It is 
popularly supposed that these two classes can- 
not be trained together, and as there are ten 
pupils of the first class to one of the second, our 
high schools have usually been organized to 
meet the demands of a public interested largely 
in the first class. So long as the college recog- 
nized proficiency in Latin, Greek and mathe- 
matics as the only qualifications for entrance, it 
was not strange that students who must be 
specially drilled in these could not find work in 
classes with other pupils who desired a more 
generous course. Now, however, the best col- 

155 



The Public High School 

leges are accepting work in science, English, 
modern languages, and history, in fact, are re- 
quiring more or less of these; hence, students 
preparing for college also need a greater variety 
of studies. Still, as long as our youth think that 
they can prepare for business and professional 
life by taking certain so called practical studies, 
and as long as they expect to enter real life and 
immediately earn wages without apprenticeship, 
so long will the high school be compelled to at- 
tempt the impossible in education. 

Educators must emphasize more and more 
the fact that high school and college — in short, 
all schools except the technical and professional 
— are merely for the development of men, not 
for the preparation of specialists, and that a two 
or three years' apprenticeship is essential before 
regular wages or salaries may be expected. 
When high schools address themselves wholly 
to the task of mental and moral development, 
then the two classes of students may do the same 
work in the same way, and the high schools will 
become finishing schools for the masses and 
preparatory schools for the prospective colleg- 
ians. Then will high school education be res- 

i=;6 



Relation to the College 

cued from mediocrity and the high school will 
assume new dignity and importance. 

The narrowing of its sphere and the perver- 
sion of its object are errors in one direction, 
while an attempt to substitute the high school 
for the college is another error only a little less 
dangerous. Strong local pride and false ideas 
regarding the scope of collegiate education have 
made of many a prospectively successful high 
school an abortive college monstrosity. In the 
vain effort to secure collegiate education cheaply 
and at home, high school students have been 
hastily pushed through an extensive, but super- 
ficial course, and in two or three years are thrust 
out into the world with a bachelor's or even a 
master's degree and are supposed to be liberally 
educated. Students so meagerly educated are 
self-deceived and they deceive the public, but 
both deceptions are speedily discovered, to the 
mortification of the youth and the disgust of the. 
people. Language too vigorous cannot be 
used to anathematize the effrontery and fraud of 
the high school principal who lends himself to 
such an educational sham merely to gratify his 
owii ambition and the foolish pride of a few 

157 



The Public High School 



to J 



misguided patrons ambitious to claim every ad- 
vantage for their own community. Blind 
leaders of the blind, all will together fall into the 
ditch, covered with their own confusion and with 
public contempt. 

The sphere of the college is clearly defined. 
It is for students sixteen or seventeen years of 
age, who, having completed a thorough high 
school course, desire to explore a wider field and 
to probe deeper into many subjects. Its aim 
is to take the half-developed youth, unconscious 
of his own powers and aptitudes, and reveal to 
him these powers and strengthen them, and en- 
able him to distinguish between aptitudes and 
to choose the best. In short the college is to 
make the man, but only to discover, not make, 
the specialist. As the college is to project upon 
the world a finished product, a symmetrical, fully 
developed man, great care should be exercised 
in the process of formation. Superficialty, im- 
maturity of thought, over-weening self-con- 
fidence, must be avoided as deadly plagues, fatal 
to intellectual and soul life. 

That institution, which, calling itself a college 
and thus standing forth as an angel of light, 

158 



Relation to the College 

takes guileless, unsophisticated youth and fixes 
upon it the stigma of perpetual intellectual lean- 
ness and immaturity, deserves the unqualified 
condemnation of all who know the difference 
between light and darkness. What greater 
offence can be committed against the intellect 
than to deceive it and bind it in chains of arrog- 
ant ignorance? High school men doing genu- 
ine work have a right to look with righteous dis- 
dain upon the pretentious claims of shoddy col- 
leges. 

The great difficulty, the stone of stumbling 
for colleges in many states has been the pre- 
paratory work. In the absence of a sufficient 
number of good high schools and academies, the 
colleges have been compelled to prepare their 
own students. The large number of prepara- 
tory students in each college, and their anxiety 
to secure diplomas and launch forth upon the 
world, have caused many colleges to lose sight 
of the line of demarcation; and because students 
in the preparatory department had thus been 
connected with the institution during three or 
four years, they imagined that a full course had 
been completed; and too frequently the college 

159 



The Public High School 

has set the seal of approval upon this popular 
fallacy by conferring degrees which could not 
have been honestly earned in less than twice the 
'time. Colleges must make a real distinction be- 
tween preparatory and collegiate classes and 
claim the right to keep their students for three 
or four years after preparatory studies are com- 
pleted. 

Until high schools are organized throughout 
a state, colleges established for a state constitu- 
ency must maintain their preparatory depart- 
ments, but if these are properly conducted and 
the colleges are really in a grade above them, 
there is no cause for jealousy or complaint on 
the part of the high schools. 

High schools are local; colleges, if genuine, 
cannot be purely local. The genuine high 
school will endeavor to do thorough work for all 
students up to their sixteenth or seventeenth 
year, but will not attempt to hold them longer. 
It will point them to collegiate education as a 
thing to be desired and will aid each student to 
find the college to which he properly belongs. 
The high school will welcome representatives 
of all true colleges and will utilize them to stim- 

160 



Relation to the College 

ulate students to higher efforts and encourage 
them in a nobler ambition. The college, 
though reaching out into a large territory for 
college students and receiving preparatory 
students from districts where good academies 
do not exist, will respect the legitimate high 
schools in their respective fields and will strive 
to strengthen them and will sedulously avoid 
any suspicion of an attempt to draw preparatory 
students from them. The true college must 
draw its students from the high school gradu- 
ates. The true high school should direct all of 
its graduates to the colleges. In a true system 
the college is helpless without the high schools,- 
and the high school is incomplete without the 
college. Logically, they are as root and trunk, 
although historically in many cases the trunk 
was first. While the high school may frown 
upon the spurious colleges, it should be on 
friendly terms with all real colleges, because its 
students, being of all religious faiths, should be 
distributed among all the higher institutions. 
While the college may justly discountenance 
those high schools which evince an unduly pre- 
tentious spirit, yet because it draws its patron- 

161 



The Public High School 

age from many sources, it should cultivate cor- 
dial relations with all high schools, since it may 
reasonably expect to receive students from all. 

College managers should be thoroughly ac- 
quainted with all genuine high schools, within 
their contributing territory, should visit them 
and endeavor to increase the local confidence, 
and should arrange to receive their graduates on 
certificate whenever practicable. 

High school men should know the standing 
of all colleges in their state, should visit them 
whenever possible, should regulate their own 
courses of study so that students completing 
them may be admitted to college without ex- 
amination, and above all should impress their 
students with the idea that a college education 
is both desirable and attainable. The high 
school principal who never sends a student to 
college is of doubtful standing. His ideas are 
of an inferior standard, and he contributes to- 
ward the fastening upon his community of mis- 
guided notions as to the true standard. He 
reaches ten students where the college man 
reaches one, and he comes in contact with 
youth at a very susceptible age. If he advo- 

162 



Relation to the College 

cates higher education and labors in behalf of 
the various colleges, he may greatly elevate his 
students and incidentally enlighten public opin- 
ion. If the college must in each community 
fight for its own against the leading educator 
of that community the outlook for liberal educa- 
tion is gloomy. On the other hand, if each high 
school must fight for its place against college 
preparatory departments that are backed by the 
strongest educators of the several denomina- 
tions, enlightened local education becomes 
seriously hampered. 

When institutions, which by nature are inter- 
dependent, wage unrelenting war against one 
another, incalculable injury is done the weaker, 
though perhaps deserving, institution, and con- 
fusion reigns. 

Let enlightened educators unite to create sen- 
timent which shall lead to a differentiation of 
high school and college spheres and bring into 
sympathy these arms of educational power. Let 
their motto be, " The high school for the col- 
lege, the college for the high school, and both 
for the youth of our country." In seeking 
after a perfect system let all remember that the 

163 



The Public High School 

system is to be but a means to an end — that end 
the perfection of youth toward noble manhood 
and womanhood. 

This chapter may be fitly closed with an ex- 
tract from an article by Professor J. H. Rey- 
nolds, of Hendrix College, in which he forcibly 
presents the necessity and the purpose of the 
public high school. 

"The high school is a democratic institution. 
The public high school is an institution sus- 
tained by all the people for all the people. 
The argument that secondary schools are for 
the aristocracy of wealth has no basis in fact. 
An examination of the financial standing of 
those whose children are in our secondary 
schools shows that the roll is not made up ex- 
clusively of the wearers of purple and the 
holders of large bank accounts, but largely of 
the hardy, thrifty sons of toil and of that in- 
domitable middle class so prolific always of 
rugged honesty, physical strength and intel- 
lectual capabilities — the basal elements in the 
progress of civilization. Instead, therefore, of 
the high school being sustained by the poor 
for the wealthy, it is maintained by the whole 

164 



Relation to the College 

community for the whole community. It is 
an effort to give the sons of toil an equal 
chance with those of his more fortunate neigh- 
bor who is financially able to keep his children 
at higher institutions of learning. It brings 
higher educational privileges to the door of 
the poor. It is a co-operative effort of so- 
ciety to accomplish a social end, requiring con- 
certed lather than individual activity. The 
academy of half a century ago reached the few 
only; it remains for the high school supple- 
mented at present by the academy to popu- 
larize secondary education. 

The secondary school is a public necessity. 
Society needs the service of those of her sons 
who are most potent in possibilities trained to 
their highest capacity. The State cannot 
afford, therefore, not to polish the rough dia- 
monds scattered so whimsically among all 
classes. Nature is capricious in the bestowal 
of her favors and the diamond may be found 
covered with poverty's dross as well as wrapped 
in wealth's purple. But in order that these 
diamonds may be found, the State will have 
to search every mine and apply every dis- 

165 



The Public High School 

tinguishing test. She must place before her 
sons and daughters the greatest possible va- 
riety of stimuli in order to call forth the va- 
riety of talent which is needed for our complex 
civilization. But as has already been seen they 
may not be reached unless higher education be 
carried to them. But while society needs the 
services of her most richly endowed children, 
she also needs the skilled labor of her less for- 
tunate — the great masses. The education in 
the public schools may have met the require- 
ments of the past, but with material progress, 
our people aspire to higher education. This 
is necessary in order to meet the more complex 
problems incident to a more complex age. 
The widening of man's desires keeps step with 
the progress of civilization; and if the means 
of gratifying the moral and intellectual wants 
of the masses do not keep pace with the means 
of gratifying the material demands, we may 
well entertain forebodings for the future. Ma- 
terial, educational, and moral opportunities 
must be carried to the rural communities if we 
would acquire stability while we progress. 
The momentous social duties imposed upon 

1 66 



Relation to the College 

the citizens of our Republic require training 
of a higher grade. The presence of anti-social 
tendencies necessitates the fostering of the 
public high school." 



167 



CHAPTER X. . 

THE ACADEMY OR FITTING SCHOOL. 

While the higher schools should be to the 
lower as inspiring and helpful leaders, still the 
extent and the thoroughness of the work of the 
college and of the university is conditioned by 
the preparatory schools. If the secondary 
schools fail adequately to fit students for the col- 
leges or for the university professional depart- 
ments which do not require previous collegiate 
training, these higher institutions must lack ma- 
terial, or else lower their entrance requirements 
and engage in preparatory work; or they may 
attempt important and difficult work with raw 
students. As every true school, of whatever 
grade, seeks to fill its own sphere, each is con- 
cerned also that others should satisfy all the con- 
ditions incident to their several provinces. The 
college is, therefore, vitally interested in the 

168 



Fitting School 

right development of the schools through which 
its prospective students must pass. If the col- 
lege is to be a genuine college there must be 
strong well-organized secondary schools. 

Even in an ideal system of public education, 
there would be exceptional students whose 
needs could not be adequately met in the local 
school; hence with a system confessedly imper- 
fect, the necessity for the denominational or 
private academy is beyond all controversy. 

It is interesting to note that in the New Eng- 
land states, where the public high schools have 
reached their highest development, the private 
academy is most flourishing. 

Like the college, the academy confronts grave 
and perplexing problems. The point at which 
the academy shall begin its work depends on 
the condition of the public schools within a 
radius of fifty to one hundred miles. If they are 
principally rural, the students are usually older 
than the urban students, but the subjects, with 
the possible exception of mathematics, are not 
so well taught, consequently the course of study 
must begin with primary branches. Were the 
preparations determined by the requirements of 

169 



The Academy 

a given type of college, fewer courses would be 
necessary than when vastly different entrance re- 
quirements must be taken into consideration. 

With the average public school contributing 
much exceedingly crude material, and the col- 
leges and technical and professional schools 
constantly demanding a preparation more 
thorough while themselves offering a wider 
range of subjects, the academy has come to 
occupy a difficult and delicate position. By its 
attractiveness it must win the boy of twelve who 
would gladly escape further schooling; and 
must so cultivate in him the love of learning that 
later he will eagerly knock at the college door. 
The object of the academy should be primarily 
to fit candidates for college, and yet it should so 
arrange its curriculum that those students who, 
unhappily, are forced by circumstances to turn 
aside, may not regret the years spent in the sec- 
ondary school. 

The academy may be small, but it must lay 
large foundations for character. It may be 
large, but its magnitude must not stand in the 
way of character training. It may be poor, but 
it must turn even, its poverty into the riches of 

170 



Fitting School 

character. It may be rich, but its resources 
should not be diverted to uses that do not oper- 
ate definitely toward the upbuilding of character. 
It may be temporal, but its product must be 
eternal character. It may survive through 
many generations, but its spirit must outlive its 
vails in enduring character. Character, not a 
renown among college faculties for successful 
coaching, must be its chief care. Character, not 
coin, must be its currency. Cold, calculating 
culture alone will not convert the boisterous, 
roystering boy into harmonized head and heart. 
The carefully arranged curriculum must have 
manhood as its objective point. To devise and 
to administer an adequate routine of discipline 
requires a hard head, a heroic heart, and a help- 
ing hand. 

But is not character-building the distinctive 
work of the college? Yes, in so far as the col- 
lege is differentiated from the university; but in 
this particular the college and the academy have 
the one aim. The college can not receive a 
chaotic mass of youthful humanity and mold it 
at will. The academy in its own way must form 
character and must send up to the college the 

i;r 



The Academy 

full-fledged fellow ripe for final fashioning. The 
academy if deprived of the immediate help of the 
home must find a field for the full play of youth- 
ful energy and activity. It must remember that 
the boy of fourteen requires restraint and yet 
far more than restraint needs virile and vigilant 
leadership. 

Without leaving the student wholly to his 
own devices, the college nevertheless gradually 
does away with restrictions until the candidate 
for manhood has fully earned his freedom. The 
academy can not always, for obvious reasons not 
derogatory of the academy, send perfectly pre- 
pared students to the college; but by its care- 
lessness and incompetency may mar much ma- 
terial. With such an important work before it 
the academy should be a fundamental factor in 
any adequate educational system. 

Professor Clement L. Smith, of Harvard Uni- 
versity, in an address before the American 
Philological Association, in July, 1899, asks the 
following questions: 

" Under the operation of these forces (en- 
largement, expansion, vigorous growth), what 
is to become of the college? Can it maintain 

172 



Fitting School 

its place? Ought it to be maintained? Why 
should we, at great expense, support this insti- 
tution? Why transplant our educational 
shoots twice? What function does the col- 
lege serve that could not be performed by the 
secondary school or by the graduate school? 
Why not partition the province of the college 
between the two, and divert the resources into 
other channels." 

In answering these questions, Professor 
Smith, while vigorously contending for mani- 
fold modifications in curriculum and the meth- 
ods of the college, argues that the secondary 
school can not do the work of the college, be- 
cause, says he, 

" The school has to do with boys and girls, 
and must deal with them as pupils who need 
constant guidance and oversight; the college 
has to do with students who are learning to be 
men." 

Without stating it in so many words, and, 
perhaps, without fully intending to argue for the 
separate existence of the college and the genuine 
university, Professor Smith makes out a strong 

173 



The Academy 

case in favor of the college as distinct from both 
the university and the academy. 

How shall this important institution, the 
academy or fitting school be organized? 

I. Whatever it may possess of material equip- 
ment the academy must have as its director or 
head master a manly, sympathetic, cultured 
Christian, a lover and leader of boys, himself 
once a genuine boy, not merely a petted 
prodigy. If possible he should be a graduate of 
both college and university so that he may 
know the field which his boys must plow. He 
must be a teacher both by nature and by train- 
ing; but should give only a small portion of his 
time to class room work. He must by tactful 
sug-gestion help his teachers to teach and must 
know his boys to the core so that his discipline 
may be perfectly adapted to individual needs. 
Besides his pride in the brilliant pupils he may 
send up to college, he will have pride also in the 
dullard brightened, in the sluggard stimulated, 
in the pervert redeemed, in the purposeless di- 
rected. Without converting his school into a 
harbor for incompetents or a refuge for incor- 
rigibles, he must encourage hopefulness in the 

174 



Fitting School 

despondent and must retain faith in the seem- 
ingly faithless. As in a certain large sense the 
principal is the school, his assistants will usu- 
ally be well trained young men of his own choos- 
ing, who will readily imbibe his spirit and 
heartily co-operate in executing his plans. 
These teachers may pass on to other schools, but 
the personality of the master will remain and 
will continually dominate the school. 

II. The academy should be located in either 
a small village or a large city, if local patronage 
is desired. The large town or small city, having 
usually a first-class high school, very naturally 
has few pupils for the academy. The village, 
unable to support a complete high school, may 
support an academy; and the large city with its 
overflow from the public schools will furnish 
considerable patronage to a well conducted 
academy. Healthfulness and the moral en- 
vironment will always be considered in determin- 
ing the location. 

III. Large and handsome buildings are de- 
sirable, but by no means necessary. The Webb 
Brothers, in their cheap frame house at Bell- 
buckle, Tenn., are doing just as good work as 

175 



The Academy 

can be done in the substantial buildings of the 
Randolph-Macon academies, of Wesleyan 
academy, or the Phillips academies. The school 
building, whether large or small, should be sub- 
stantially built and conveniently arranged, with 
a comfortable, well-lighted study hall and four 
of five class rooms. Halls, stairways, entrances, 
and closets should permit the closest supervision 
with the minimum of surveillance. Homes for 
the principal and the assistants should be pro- 
vided, sufficiently commodious to furnish board- 
ing facilities for all the students who need special 
oversight. 

IV. A library of two or three thousand vol- 
umes carefully selected should be in a convenient 
room and should be so administered that the 
students may come daily into contact with the 
books. It should be rich in biography and in 
attractive historical and scientific works. 
After his nature and his needs have been thor- 
oughly studied, each student's reading should 
be studiously directed by the principal. 

A small laboratory, equipped for elementary 
work in Physics, Chemistry, and Biology is re- 
quisite, that they may acquire an adequate con- 

176 



Fitting School 

ception of modern scientific methods ancl be the 
better equipped in the college entrance require- 
ments. 

A gymnasium and an athletic field are in- 
dispensable as a means toward a proper physical 
development. Endowment is desirable, but not 
necessary, as the teaching force in the academy 
is smaller in proportion to the number of stud- 
ents than it is in the college. Consequently an 
academy with one hundred paying students will 
afford a fair income with which to meet the ex- 
penses, and pay the teachers. 

V. In case the academy is a denominational 
school, it were wise, although not always neces- 
sary, to affiliate it closely with the college of that 
denomination in that State. If there are other 
academies (and every college needs ten or 
twelve) each should have as much territory as 
is deemed proper to contribute its patronage. 
As the academy representatives may greatly help 
the cause of education by house to house visita- 
tion, and as pupils may be expected from every 
neighborhood, the area reserved for an academy 
should seldom exceed three or four counties. If 
it be thought undignified for schoolmen to can- 

177 



The Academy 

vass, it should be urged that the academy can- 
vasser is the discoverer of the rough diamond 
that lacks only the grinding and polishing of the 
school to reveal brilliancy and worth. The dis- 
coverer of latent human wealth is a benefactor 
of the race. 

VI. The course of study, beginning with 
Arithmetic, English Grammar, and a Beginners' 
Latin Book, should run through four years in 
Mathematics, English, and Latin; three years 
in Greek, Science, and History, and two years 
in German and French. Music, Drawing, and 
Book-keeping should be offered. If it is de- 
sirable to fit for the sophomore year in the small 
college (not university) one more year in each 
subject may be provided. At this point, how- 
ever, the academy is liable to the same danger 
that besets the small college which offers many 
electives and graduate courses, — the expense 
may be too great in proportion to the results. 

Unless this higher work so increases the 
patronage that the teaching force may be cor- 
respondingly strengthened, the lower work must 
suffer at the expense of the higher. Just as the 
college should not detain its graduate students 

178 



Fitting School 

for post-graduate work, but should send them 
on to the genuine university, so the academy, to 
be true to its function, should encourage its 
students to enter the college as scon as they 
have their preparation completed, and they 
have attained a certain maturity. Whether 
freshman work should be done in the academy 
or in the college must be determined largely by 
individual circumstances. 

Scores of successful independent academies, 
scattered throughout the land, and meeting a 
growing demand, witness to the value of such 
institutions. But a tendency to organize sec- 
ondary education under college control for the 
purpose of holding each school to its distinctive 
field and function is to be noted. 

Colby University, in Maine, has four acade- 
mies; Randolph-Macon College, Virginia, has 
two for boys and one for girls; and the Ken- 
tucky Wesleyan College has two. Central Col- 
lege, Missouri, has recently absorbed three lan- 
guishing colleges and converted them into 
academies. Hendrix College, Arkansas, has 
established three academies; building all its 
houses on the same plan; and it proposes to 

179 



The Academy 

found ten or twelve other academies in carefully 
selected locations in its territory. The scheme 
for definite responsible correlation of academies 
with a college may be illustrated by a clear state- 
ment of the Hendrix College plan. 

Hendrix College is the college for men, of the 
three Annual Conferences of the Methodist 
Episcopal Church, South, in Arkansas; and con- 
sequently has the whole State for its territory. 
It is managed by eighteen trustees, six from each 
Conference. 

In 1889 the trustees adopted the following 
article of their constitution: 

ARTICLE XII. 

ACADEMIES. 

J Section 1. Arrangements may be made to 
'■ carry on the preparatory work in the college, 
in academies in different places throughout 
the State, provided such academies are owned 
and controlled by the whole Board of College 
Trustees, subject to the provisions of this ar- 
ticle. 

Section 2. The six members representing 
an annual conference may establish academies 

180 



Fitting School 

within their own conference, organizing for 
that purpose by the election of a president, 
secretary and treasurer, and the adoption of a 
constitution whose provisions must not con- 
flict with the college constitution, and this An- 
nual Conference Board shall be for all acade- 
mies in the conference and is distinct in organi- 
zation from the combined conference and local 
Board hereinafter provided for. 

Section 3. No action of this Conference 
Board shall be final until ratified by the Col- 
lege Board. 

Section 4. No academy shall be adopted 
unless $10,000 in money for building and a 
sufficiency of ground for campus be donated 
to the Board. 

Section 5.- When an academy is adopted 
the Annual Conference Board shall examine 
the territory carefully and decide upon the 
amount (usually four or five counties) of ter- 
ritory necessary to sustain it and from which 
it may reasonably expect to draw patronage 
and within which it is not probable that an- 
other academy will be needed, and then guar- 
antee said territory to the academy, and agree 

181 



The Academy 

that within such territory the college will use 
its influence to send preparatory students to 
the academy and the academy will try to direct 
its own and other prepared students to the col- 
lege. 

Section 6. Any academy may be allowed 
to canvass other territory not already guaran- 
teed to other academies. 

Section 7. The academy will be recognized 
as part of the college and so advertised in the 
college catalogue, and the Principal of the 
Academy shall be considered a member of the 
College Faculty and shall attend at least one 
meeting a year if notified and required by 
the College President. 

Section 8. The Principal shall be nomi- 
nated by the College President and elected by 
the College Board, and shall be under the gen- 
eral supervision of the College President, re- 
porting to the latter whenever required. 

Section 9. The College President shall visit 
the academy at least once a year, and the 
course of study and regulations shall be sub- 
ject to his approval. He shall report each 
academy to the College Board. 

182 



Fitting School 

Section 10. The Annual Conference Board 
shall nominate and the College Board elect 
six men from the guaranteed territory, three 
of whom shall be members of the M. E. 
Church, South, and these, acting with the 
Conference Board, shall constitute a Local 
Board with power to elect, on nomination of 
the Principal, other members of the Faculty, 
and exercise the general powers of an execu- 
tive committee. 

Section n. Except the business course, 
and French and German, the course of study 
in the academy must be preparatory, but by 
special agreement the work of the college 
Freshman Class may be carried on. 

Section 12. Unless the President and 
Faculty of the college disapprove the work 
done in an academy, a certificate from the 
Principal shall admit its students to the college 
classes for which they are certified. 

The St. Louis Christian Advocate, August 29, 
1900, editorially discusses the advantages of the 
private, or denominational, academy, using 
much plainness of speech. Without intending 

183 



The Academy 

to disparage the public schools, it stresses the 
opportunity and duty of the private academy. 

" One of the most promising facts in this 
educational era (and we might perhaps say 
crisis,) is that many struggling institutions 
claiming the rank and dignity of the college 
and professing to do its work without endow- 
ment, buildings or apparatus, and we might 
almost say without faculty or students in some 
cases, have been awakened to the real situa- 
tion, and abandoning their untenable position, 
have aligned themselves as academies or train- 
ing schools with the educational work of the 
church. In this field they can succeed, not 
merely in maintaining themselves in honor, 
but they may also accomplish a work for 
which no other school is fitted and which is 
essential to Christian education in any large 
meaning of that term. 

The great majority of those who are edu- 
cated outside of the public schools never go 
beyond the academic course. And those who 
have the ambition and opportunity to com- 
plete the curricula of college or Christian 
university, must of necessity pass through the 

184 



Fitting School 

academic course, and for these grave reasons 
the academy is far more important than the 
college if either is to be preferred. The col- 
lege is for the few; the academy for the many. 
The one can only exist in fortunate localities; 
the other offers Christian training in many 
places where the first is an impossibility. 

With the State school of any grade we have 
no controversy, and especially with its lower 
form of expression. It is a boon and blessing 
to the children of those who are too poor or 
too penurious to patronize any other and who 
would grow up in ignorance but for this. 
The free school is a necessity, and whoever op- 
poses it is foolish if not wicked, but whoever 
says it is superior to the average private 
school, proclaims himself ignorant or sel- 
fishly interested. He is a teacher in the pub- 
lic school or a patron of the school who would 
save both pride and cash by condemning the 
private school, or what is the same, by magni- 
fying the public school in comparing the two; 
otherwise, he is ignorant and speaks what he 
does not know. Generally the academy has 
teachers more or less mature in mind and 

185 



The Academy 

with a college training as well as good social 
position. They have a practical experience 
often extending over years, and they most 
generally are in the work for life. Then there 
are the higher associations of the private 
school and its " natural selection " of students 
from the more wealthy and cultivated. The 
level is a higher one. In all these respects 
the public school is at a grave disadvantage. 
The greater number in the public school nec- 
essitates large classes, and these must accom- 
modate themselves to the intellectual move- 
ments of the most sluggish and stupid, and 
the certain result is that naturally bright minds 
will be hindered and injured, and the work 
that ought to be done in three or four years is 
often extended to six or eight. 

We might continue this phase of the dis- 
cussion and speak yet more plainly, and yet 
claim to be what we really are — an unfaltering 
friend and supporter of the public school. 
In his address on "The Prospects of the Small 
College," President Harper argues thus: ' 
" In the struggle for existence, however, 
some of the colleges * * * will be compelled 

1 86 



Fitting School 

to limit their activity to the sphere of work 
known commonly as the academic, or prepar- 
atory field. * * * Surely an institution with 
a library of less than a thousand volumes, with 
scientific apparatus and equipment which has 
cost less than one thousand dollars, with a 
single building which has cost less than forty 
thousand dollars, and with an income of less 
than six to eight thousand, is not in position 
to do college work; and yet it is probably true 
that more than one hundred so-called colleges 
belong to this category. Forty years ago such 
.a college, if its small faculty had contained a 
few strong men, might have justified itself; 
but to-day the situation is changed, and insti- 
tutions of this kind are recognized at a dist- 
ance, if not at home, at their true worth. 
These, and, in addition, some that in times 
past have been more prosperous, will, in the 
course of educational development, come to 
occupy a more honest position before the 
world, and nothing could occur which would 
be more advantageous to the cause of educa- 
tion. Strong academies are needed side by 
side with the high schools of the state, just as 

187 



The Academ 



y 



strong colleges and universities, founded by 
private means, are needed to work side by side 
with the universities of the state. 

While, therefore, twenty-five per cent, of the 
small colleges now conducted will survive, and 
be all the stronger for the struggle through 
which they have passed, another twenty-five per 
cent, will yield to the inevitable, and, one by 
one, take a place in the system of educational 
work which, while in one sense lower, is in a 
true sense higher. It is surely a higher thing 
to do honest and thorough work in a lower 
field than to fall short of such work in a 
higher field." 



CHAPTER XI. 

CORRELATION OF CHURCH SCHOOLS. 

Correlation, the adjustment of forces to the 
work, the harmonizing of interests which may 
conflict but should co-operate, the conservation 
and proper direction of energies, is a sound 
economic principle. This cherished idea of the 
schools, practically applied to commercial in- 
dustry, has in a large measure failed to enforce 
itself in the organization of those very institu- 
tions which profess to teach to others its eco- 
nomic value. In public systems the principle is 
partially recognized, but by the Church it is 
often enthusiastically applauded and then stu- 
diously ignored. 

The work of education demands philanthropic 
hearts and business heads. Sound economic 
principles must be adopted in an enterprise re- 

189 



Church Schools 

quiring the hearty and substantial support of 
business men. Such men will properly refuse to 
be involved in that which is managed contrary 
to correct business rules. If it is wise to win 
the confidence of these men of good judgment 
and great wealth, then correlation is wise. 

Just as the manufacturer employs the exact 
number of men necessary for a certain business, 
so should the Church, considering the work to 
be done, organize precisely the forces needed. 
Just as the manufacturer arranges his workmen 
according to their skill and the difficulties of the 
various processes, using a few highly skilled 
workmen at high wages for the most delicate 
operations, a large number of the less skillful at 
moderate wages for the less important work, 
and a host of unskilled laborers at low wages for 
the ordinary tasks; so should the Church sepa- 
rate the spheres of her agencies and assign to 
each sphere the exact number and kind of insti- 
tutions required. 

The Church is not specially charged with the 
duty of providing schools for her youth under 
fourteen years of age, as they may usually be 
educated under immediate parental care; hence 



Correlation 

the Church may be expected to correlate only 
academics, colleges and universities. 

As the genuine university needs endowment 
and equipment worth at least $10,000,000, if all 
departments are to be maintained, and must 
draw students from many colleges, a church, 
even though it may number its adherents by the 
million, can hardly afford to sustain more than 
one university. This institution should be so 
strong that it may command the respect of the 
best colleges and its position with reference to 
the affiliated colleges should be so clearly de- 
fined that its right to leadership may be unques- 
tioned and its influence may be felt in all the 
schools below. 

It should be managed by trustees representa- 
tive of the whole church so that the latter may 
feel responsible for its proper maintenance and 
be able, without descending to petty details, to 
formulate its policy. Its chief executive should 
in a liberal sense be the representative and man- 
ager of the great educational movements of the 
Church. 

The college, restricted to its peculiar work, 
should sustain to a limited territory practically 

191 



Church Schools 

the same relation which the university sustains 
to the whole church. For obvious reasons the 
territory of a denominational college should be a 
State, unless the church is numerically weak, in 
which case several States might unite on one 
judiciously located college. Rarely will it be 
wise to support two genuine colleges in one 
State, however strong the constituency may be. 
Where the State university is merely an over- 
grown college, as for some time to come will 
be the case, the necessity for equalling the facili- 
ties of this formidable, even if friendly rival, sug- 
gests the concentration of church effort on a 
single institution of high grade. The college 
with less than $500,000 in endowment and 
equipment will not long weather the storms of 
the twentieth century. 

While the college will draw more and more 
largely from the public high school, still for the 
sake of harmonizing the educational labors of 
the church, the denominational academies of 
each state should be in vital touch, if not in 
organic union with the college. A working 
plan for close correlation was suggested in the 
chapter on " The Academy." 

192 



Correlation 

With each academy sure of its position, held 
responsible for the educational results in its 
legitimate territory, co-operating with every 
other academy to support its college, and in turn 
encouraged and strengthened by that college; 
with each college fairly endowed, free from 
rivalry within the Church, sure of its constitu- 
ency, resting on solid high schools and acade- 
mies below, and appreciating and appreciated by 
the university above; with a great university 
nobly leading in educational affairs, conserving 
the best of the past, sensitive to the needs of the 
present, and pointing to higher achievements in 
the future, — the church may more fully meet 
her responsibilities and widen her helpful in- 
fluences. 

In March, 1893, the Tennessee Methodist 
published a symposium of articles by Southern 
Methodist educators on " Correlation of our 
Methodist Schools — Is it Wise and Feasible? " 

Below are given extracts from several of these 
articles. It is interesting to note their substan- 
tial agreement, and, also, to watch in the history 
of Southern Methodism the rapid crystallization 
of their theories into formulated policy. 

193 



Church Schools 

Rev. W. F. Tillett, D.D., Vice Chancellor, and 
Dean of the Biblical Department of Vanderbilt 
University : 

"We think it is; but what does correlation 
involve? We believe the time has come in the 
development and multiplication of our institu- 
tions of learning when the interests both of 
the Church and of the cause of education de- 
mand that these institutions should be organ- 
ized into such a system as shall make them 
mutually helpful of each other. We stand in 
danger, unless some such system of correla- 
tion be adopted, of wasting much of our edu- 
cational energy for want of a wise distribution 
of labor. Hereby alone can we secure the 
highest efficiency of our schools. A great 
Church, recognizing education as one of the 
most important departments of its work in the 
world, and next to preaching, its most efficient 
means of doing good, should have a complete 
educational system. There is no interest of 
our Church that is so large and important that 
has so little system, correlation and uniformity 
of method as that of our educational work. 

The result of such correlation, if wisely ef- 

194 



Correlation 

fected, would be to weaken or injure none, but 
to strengthen all. Unity and organization 
bring strength and harmony, not weakness 
and discord. Our institutions of learning, by 
being regarded as several parts of one great 
whole, may be as safely and wisely graded, de- 
fined and correlated as are our various con- 
ferences — church, quarterly, district, annual 
and general. The connectionalism of our 
Church makes such correlation not only a pos- 
sibility but a thing greatly to be desired." 

W. W. Smith, Ph.D., President of Randolph- 
Macon College: 

" We should place all schools and colleges 
owned by our Church under the general su- 
pervision of a General Board of Education 
with an active Secretary. 

This Board should seek without shock but 
steadily and persistently to bring all into a 
system of (i) Local or day schools; (2) Dis- 
trict boarding academies; (3) Conference col- 
leges; (4) one University. Church aid should 
be secured and applied only toward this end. 
It would secure: 

195 



Church Schools 

I. Honest work, eliminating sham and pre- 
tence. 2. Better work by division of labor. 
3. Higher work, the foundation being solid." 
Rev. J. H. McLean, D.D., President South- 
western University: 

" For a more complete organization of our 
educational interests, I would look to the 
General Conference for legislation along the 
line of a graduated system of schools, culmin- 
ating in a grand university for original work 
and professional training, and a commissioner 
of education to supervise the system. Placed 
at a disadvantage by reason of the free schools, 
dependent alone upon the Church for support, 
the greatest wisdom and prudence should 
characterize us in the management of our edu- 
cational interests. There should be no strife or 
confusion. The same harmony should prevail 
in educational as in missionary matters. Our 
schools should no more antagonize each other, 
or be allowed to do so, than should missions 
be in conflict one with another; but, contrari- 
wise, mutually helpful." 

Rev. James Atkins, D.D., President of Emory 
and Henry College: 

196 



Correlation 

"A very rigid system at first may not be 
possible or advisable, but enough of correla- 
tion to take from our work the destructive ele- 
ment of what may be called the accidental and 
undirected, is necessary and easily attainable. 
Such is the nature of the work, however, that 
it will have to come, whatever may be the sys- 
tem, as the consensus of the Church. There 
needs to be General Conference action, deter- 
mining a policy and constituting a Board of 
Education for its execution. 

The benefits to be derived from correlation 
are such as will repay the Church for all the 
labor involved. These benefits will accrue to 
all the grades of schools and will pertain to 
numbers, finances, the qualification of teach- 
ers, and to the quality of scholarship in the 
various grades. Under the conditions which 
correlation will produce, a great Southern 
Methodist University will become a possibil- 
ity, and in due course of time, a fact — a fact of 
more gigantic importance to the future of the 
Church than is now even dreamed of by the 
many. As the case now stands, the Univer- 
sity, the Colleges and the under schools are all 

197 



Church Schools 

bound in the same shallows. When we have 
correlation we shall be able to command com- 
munity money for primary and academic 
schools, conference money for Colleges, and 
connectional money for the University. It 
is almost certain that two very great general 
results will follow. First, when the Church, 
not through individual members or corpora- 
tions within its pales, but when the Church, as 
such, takes the work of education in hand, an 
interest will be awakened such as we have not 
seen, and all the agencies of education will be 
vitalized as never before. Second, the heresy 
that education is a secular business and ought 
to be left to the common hazzards of the 
market will be driven from the Church. A 
public conscience in relation to this great duty 
will be created. Our greatest need just now 
is a conscience of this kind." 
Rev. J. D. Hammond, D. D., President of 
Central College: 

" The first essential to correlation is one- 
ness of aim. The so-called "Church Schools" 
which are being carried on in the interest of 
the individual owner or of the community, 

198 



Correlation 

must either be gotten rid of or changed in their 
principles. As it is, each school is a law unto 
itself, having no reference to the conditions 
and needs of any other. No one is planned 
with a view to supplementing and helping the 
work of another. On the contrary there seems 
to be a mutual interference amongst our dif- 
ferent orders of schools by which we are kept 
back from our highest educational efficiency. 
A community which has secured a district 
high school, with a competent superintendent 
and assistants, is prepared for first-class school 
work. So far all is well. But in the course of 
a few years it becomes evident that those who 
have finished the course desire to go further 
and to obtain diplomas and degrees; and that 
they will go to other communities in search of 
institutions of a higher grade. The local man- 
agers of the school see in this movement a 
temporary loss to the business of their own 
community, and perhaps an injury to their 
schools. As a consequence they, in self-de- 
fense, procure a charter and take unto them- 
selves the right of conferring degrees. And 
now by offering the same degrees that are con- 

199 



Church Schools 

ferred by higher institutions, and by appealing 
to local pride, they succeed in keeping their 
young people at home. In this, which is no 
uncommon process, we see an evil which works 
both ways. In the first place, those young 
people who, by means of this high school 
course, had been brought to feel their need of 
still further advancement, have been led to ac- 
cept the shadow for the substance, and have 
been started out in life with a false claim to the 
confidence of their fellow men. They must 
carry through life titles for which they have not 
paid an honest return in work and acquisitions. 
But a worse result still is seen in the injurious 
effects of such a course on our higher institu- 
tions of learning. In the first place, since these 
high schools no longer allow their graduates to 
enter our colleges, the colleges are, in their 
turn, forced to enter into competition with 
them by annexing their own preparatory de- 
partments. This at once lowers the tone of the 
college and interferes with its true work. A 
large part of its force is drawn from its appro- 
priate sphere and turned into the work of the 
preparatory department. For in the nature of 

200 



Correlation 

the case this department outnumbers the col- 
lege, as a rule, about three to one. Thus the 
■ teaching force is taxed to do a work that might 
be better done by the high schools, and little 
power remains for the work of keeping the 
college itself abreast of the times and thor- 
oughly efficient in all its departments of work. 
Our present want of system is due, not to 
any intention on the part of our school men, 
but rather to inattention and indifference on 
the part of the Church. We have reached our 
present educational status by spontaneous de- 
velopment. But we have come to the point in 
our history at which it is necessary to get rid of 
the friction of mutual interference, and to take 
advantage of the benefits arising from mutual 
helpfulness. This can only come through leg- 
islation. There must be a law, clear and em- 
phatic, regulating our educational system." 

Nearly all the stronger denominations are dis- 
cussing the propriety and the possibility of sys- 
tematizing their educational work, but American 
Methodism, largely on account of its connec- 
tional form of government, is achieving the most 
definite results. 

201 



Church Schools 

As early as 1780, when there were fewer than 
9,000 Methodists in America, Francis Asbury 
and John Dickins agreed on a plan for an 
academy. On the first day of January, 1785, the 
Christmas Conference, as it was called, after hav- 
ing completed the formal organization of the 
Methodist Episcopal Church, resolved to build 
a college, authorized the raising of funds, and 
required all preachers to " preach expressly on 
education." 

Although the people were poor and numbered 
only 15,000 at the beginning of the movement, 
the handsome sum of $50,000 was raised for 
Cokesbury College during the ten years of its 
existence. Thus the first educational effort of 
Methodism was connectional, but this phase 
ended with the burning of Cokesbury, and it was 
many years before attempts at college building 
were again made. The efforts culminating in 
the founding of McKendree College, Alleghany 
College, Dickinson College, Wesleyan Univer- 
sity, Randolph-Macon College, and Emory Col- 
lege, were not connectional although they pro- 
foundly interested and influenced the connec- 
tion. During almost the entire century after 

202 



Correlation 

1830, Methodism fostered higher education 
diligently without being committed to any sys- 
tem; consequently the last decade finds about 
two hundred Methodist institutions of all kinds, 
but very few sustain clearly defined relations to 
others, and over many the Church exercises 
scarcely nominal control. 

In 1872, delegates from Conferences of the 
Methodist Episcopal Church, South, represent- 
ing Tennessee, Alabama, Mississippi, Louisiana, 
and Arkansas, adopted a plan looking to the 
organization of a superior institution, but wisely 
determined to delay its opening until $500,000 
should be secured. This might have been long 
deferred had . not Commodore Vanderbilt gen- 
erously contributed more than the amount re- 
quired. Vanderbilt University, opened for 
students in 1875, although not connectional and 
not yet a genuine university, was so vastly su- 
perior to the existing colleges and had so wide 
a patronizing territory that almost from the first 
it was considered by pre-eminence the univer- 
sity of the Southern Church. With growing 
prestige came the desire of this university, re- 
ciprocated by the Church, for a legal relation 

203 



Church Schools 

which should make Vanderbilt in fact the uni- 
versity of the whole church. In 1898 this was 
consummated by action of the General Confer- 
ence. 

In 1890 steps were taken to establish at Wash- 
ington, D. C, under the auspices of the Meth- 
odist Episcopal Church, (North, to distinguish 
it from the Church South), " a university, Chris- 
tian, catholic, tolerant, and American, having 
for its sole aim post-graduate and professional 
study and original research." It is warmly en- 
dorsed by the General Conference, money and 
property amounting to more than $1,250,000 
have been secured, and effort will not be spared 
till $10,000,000 are provided. It will be a genu- 
ine university and truly connectional. 

In 1868 the General Conference of the Metho- 
dist Episcopal Church (North) instituted a 
Board of Education, which, with powers grad- 
ually enlarged, has more and more influenced 
the church's educational policy. 

In 1892 the General Conference adopted a 
new chapter on education. It was made the 
duty of every pastor to observe Children's Day, 
to take a collection expressly for the Children's 

204 



Correlation 

Fund, and to forward this collection to the 
Board. The scope of the Board's work was en- 
larged, a University Senate was authorized to 
formulate a standard of requirements for gradu- 
ation in the Church schools, and the Board was 
authorized to apply this standard and classify as 
colleges such institutions as should meet the re- 
quirements. 

In 1893 the University Senate held its first 
meeting, adopted a standard, and reported its 
work to the Board. The Board, after sending 
the Senate's standard to all the Church schools, 
applied in 1894 the requirements, and published 
the classification in its report of 1895. 

In 1896 the General Conference strengthened 
the system, giving the Board additional author- 
ity and responsibility. It by law provided that 
no institution of intended collegiate grade estab- 
lished after July, 1896, shall be eligible to con- 
nectional recognition or aid unless it shall have 
secured the approval of the Board of Education 
before its establishment. 

In 1894, a ^ ter much preliminary agitation, the 
General Conference of the Methodist Episcopal 
Church, South, organized a Board of Education 

205 



Church Schools 

and made an assessment for education obliga- 
tory on every Annual Conference. 

The Board made the following declaration of 
its policy: 

" In discharging the duty of supervising and 
giving direction, so far as its power extends, to 
the great work of education by our Church, it 
will be the aim of this Board (i) to promote 
the endowment of existing colleges which 
have the elements of success and the necessary 
conditions of usefulness; (2) to repress the 
tendency to multiply institutions with inade- 
quate prospects of support, which has strewed 
our territory with more dead colleges than we 
have now in operation, and dragged to the 
dust with them the credit of endorsing Con- 
ferences; (3) to encourage the establishment 
of academies, which are especially demanded 
by present educational conditions, and are 
easily within reach of our means and should 
be placed in close correlation with such insti- 
tutions of our Church as the Annual Confer- 
ences mav direct; (4) to complete our system 
by correlating as rapidly as possible our Con- 



Correlation 

ference colleges with the graduate and profes- 
sional departments of Vanderbilt University." 
In 1898 the General Conference greatly in- 
creased the power of the Board and provided 
for a Commission to prescribe minimum en- 
trance and graduation requirements, reporting 
to the Board the standards thus adopted, and 
made it the duty of the Board to classify all the 
educational institutions of the Church, and to 
designate each as a university, college, or 
academy, according to the relation of the work 
done by it to the standards thus established by 
the Commission. 

After adopting standards the Commission 
made the following recommendations: 

" 1. It is important that the distinction be- 
tween the college and the academy and be- 
tween the university and the college, be clearly 
defined. The college should not do the work 
of the academy, nor should the university do 
the work of the college. We recommend 
that the Annual Conference or Conferences 
of each State unite upon one college, and one 
only, for boys and girls. We believe it better 
to maintain one strong, well-equipped college 

207 



Church Schools 

open to both sexes than two weak colleges, 
one for boys and one for girls. In States, 
however, where the policy of co-education 
may be adversely regarded it may be possible 
and best to maintain two strong institutions 
for single sex education. 

2. We recommend that the academies of 
each State be so correlated with the college 
of that State as to form a harmonious educa- 
tional system, preventing friction and waste. 
We recommend that our colleges be so corre- 
lated with the Vanderbilt University as to 
form a complete and harmonious system for 
the whole Church. 

3. We recommend that no institution be 
classified as a college unless it have: 

(a) The support and become the only col- 
lege of at least one Annual Conference. 

(b) A permanent annual income, not count- 
ing tuition fees, of at least $3,000. This in- 
come may arise from the interest on endow- 
ment, from Conference assessments, from 
private contributions, or otherwise, but should 
be so secured as to guarantee the permanent 
support of the institution. 

208 



Correlation 

4. In the opinion of this Commission, ade- 
quate instruction in the course of study out- 
lined for baccalaureate degrees cannot be prop- 
erly given with a faculty of less than seven 
competent teachers. 

5. We recommend that an institution to be 
classified as a university have an endowment of 
not less than $1,000,000; that it be organized 
on a basis of professional schools and of elect- 
ive studies with departments of original re- 
search." 

Under the law of the General Conference no 
institution of learning may be adopted by an 
Annual Conference unless recommended by 
the Conference Board of Education, and if the 
institution be of collegiate grade, the consent of 
the General Board is also necessary. 

Thus in the last decade of the nineteenth cen- 
tury both the great branches of American Meth- 
odism have, without adopting a rigid system, 
entered upon a policy that will soon ultimate in 
practical correlation. 



209 



CHAPTER XII. 

UNIFORM REQUIREMENTS FOR DE- 
GREES. 

In his introduction to " A Series of Mono- 
graphs on Education in the United States," Dr. 
Nicholas Murray Butler, of Columbia Univer- 
sity, writes: 

"Spontaneity is the keynote of education in 
the United States. Its varied form, its uneven 
progress, its lack of symmetry, its practical 
effectiveness, are all due to the fact that it has 
sprung, unbidden and unforced, from the 
needs and aspirations of the people. Local 
preference and individual initiative have been 
ruling forces. What men have wished for that 
they have done. They have not waited for 
State assistance or for State control. As a 
result, there is, in the European sense, no 
American system of education." 

210 



Uniformity 

This splendid capacity for " individual initia- 
tive," recently displayed by the private soldier 
in the Cuban campaign so conspicuously that it 
was complimented by German military officials, 
is characteristic of the American in all depart- 
ments of life. Without exhibiting egregious 
egotism he is complacently conscious that he can, 
with reasonable opportunity, do all things; nor 
does the thoroughly American American quietly 
await opportunity; he provokes and challenges 
it to come his way. It is not strange then that 
this quasi omnipotence should betray itself in 
academic circles. The faculty of every institu- 
tion, from Cobweb College to Harvard Univer- 
sity, is a law unto itself, and feels fully compe- 
tent to settle admission and graduation require- 
ments, create degrees ad absurdum, and confer 
them ad infinitum et nauseam. So independent 
have our colleges and universities been that di- 
versity in graduation requirements has been the 
rule. Starting with substantially the same 
courses of study, the historic colleges have be- 
come widely differentiated, and new institutions 
have apparently attempted to bid for notoriety 
by their startling heterogeneousness; hence, the 

211 



Requirements for Degrees 

Harvard idea, the Columbia idea, the Michigan 
idea, the Virginia idea, the Johns Hopkins idea, 
the Chicago idea, the Stanford idea. The small 
colleges also differ greatly in their requirements. 
Seldom are two identical, save as some new- 
ground university (?) in its haste to advertise 
before the " deadening " is finished, copies 
bodily from the catalogue of its president's 
alma mater. 

Although this process of the differentiation of 
standards and the individualizing of colleges is 
doubtless not yet complete, a strong counter- 
tendency may be discovered. As the constitu- 
ency of the leading institutions has increased and 
become representative of every section of the 
country, their community of interests in the 
preparation of students has become obvious. 
When it was found that in one Ohio academy 
one student was looking toward his State Uni- 
versity, another toward Harvard, another to- 
ward Oberlin, another toward Princeton, an- 
other toward Michigan, another toward Johns 
Hopkins, the necessity for the same or equiva- 
lent entrance requirements became evident. This 
necessity has borne fruit in the adoption of sub- 

212 



Uniformity 

stantially equivalent admission standards by 
the Association of Colleges and Prepara- 
tory Schools of New England, of the 
Middle States and Maryland, of the North 
Central States, and of the Southern States; 
the requirements adopted for the South- 
ern States being for the present slightly lower 
than for other sections. So much importance is 
attached to this question that in 1895 a Com- 
mittee of Ten was appointed by the National 
Educational Association, and in 1899 this com- 
mittee made an able and exhaustive report. It 
is not proposed here to discuss entrance require- 
ments. This reference is made merely to show 
the tendency toward uniformity in secondary 
education. However, as the intent and extent 
of collegiate work depends largely on the char- 
acter of the requirements in secondary schools, 
practical agreement concerning the latter is a 
condition precedent to uniform requirements for 
degrees. When it is known that the whole 
course for a bachelor's degree at Harvard is 
elective and may be completed in three years, 
and that the senior at Columbia may take pro- 
fessional studies and receive credit for the same 

213 



Requirements for Degrees 

work on both his academic and his professional 
degree, that the University of Indiana confers 
only the A. B. degree for academic work, while 
the University of Michigan confers four degrees, 
supposed to be of equal value; and when it is 
considered that reputable institutions often re- 
quire less for the S. B. than for the A. B. de- 
gree, the difficulties in the way of securing 
uniformity seem enormous. And yet gratifying 
progress has already been made. Several de- 
nominational organizations, notably the Univer- 
sity Senate of the Methodist Episcopal Church 
and the Education Commission of the Methodist 
Episcopal Church, South, recently created by 
the respective General Conferences have laid 
down minimum graduation requirements for all 
schools under their control, while the States oi 
New York and Pennsylvania, by placing restric- 
tions around degree-conferring institutions, are 
asserting their authority to guarantee legitimate 
results. 

Is uniformity desirable? 

If by uniformity is meant absolute identity of 
courses in all institutions, the answer must be 
an unequivocal no. If the curriculum is to be 

214 



Uniformity 

fixed according to the ability of the well-en- 
dowed university so that the elective principle 
in all its fullness may prevail, the small college, 
though well equipped within certain limits, must 
close its doors. If the rigid curriculum of the 
weak college is to become the standard, then the 
progress of science and civilization as repre- 
sented in expanding and many-sided university 
courses, no longer touches the life of the under- 
graduate. But if uniform requirements for de- 
grees mean, that after a student has entered the 
freshman class of any reputable institution, he 
must, for a bachelor's degree, spend substantially 
the same time (three or four years) pursuing 
liberal, but not highly specialized studies ar- 
ranged in logically correlated groups and having 
somewhat definite values, it seems reasonable to 
advocate it. 

It is not only desirable but practicable, for in 
spite of the diversity, there is a substantial con- 
sensus of opinion throughout the land concern- 
ing the quantity and quality of work deserving 
academic recognition. A commission of edu- 
cators representing different sections and the 
various classes of institutions would surely sub- 

215 



Requirements for Degrees 

mit standards that would obtain general recogni- 
tion and respect. 

It will be readily admitted that the adoption 
of a standard would be much easier than its 
maintenance; since greed of gain and local 
pride have founded many institutions which 
offer deplorably inadequate facilities; and am- 
bition without honesty leads many would-be 
graduates to seek degrees by short-cuts and 
doubtful methods. The question then arises: 
How shall the standards, if adopted, be enforced? 
The answer is short, although the elaboration of 
the plan may not be easy. No degree can issue 
except by authority conferred by the State. If 
the State has the right to say what institutions 
may confer degrees, it has the same right to reg- 
ulate the manner of conferring, and the duty to 
protect the conforming institutions from the 
non-conforming, and to maintain the value of the 
degrees for those who worthily obtain them 
against those who seek the titular distinction 
without honorable effort implied. 

This can be done by the State: 

(i) By refusing charters until institutions 
show a minimum equipment and a minimum 
216 



Uniformity 

permanent income, and a minimum teaching 
force. This minimum would necessarily vary in 
different States and would change from time to 
time. 

(2) By so organizing the Department of Edu- 
cation that its duties shall include the careful in- 
spection of all chartered institutions with power 
to suspend or revoke a charter for its abuse. 

(3) By exempting from taxation, or by aid- 
ing, conforming institutions, and by granting 
certain privileges to their graduates. 

Enlightened public opinion may in some in- 
stances rebuke and restrain transgressors against 
scholastic honesty, but the strong arm of the 
State is necessary to accomplish adequate re- 
sults. 

That the State has ample authority can hardly 
be questioned when New York and Pennsyl- 
vania are actually exercising it, and all the 
States in some measure regulate and protect 
professional degrees. 

Chancellor Kirkland, of Vanderbilt Univer- 
sity, at the Memphis meeting of the Southern 
Association, 1899, in an admirable paper on 

217 



Requirements for Degrees 

" The Duty of the State towards Higher Edu- 
cation/' said: 

" The State is a party in the conferring of 
every degree; it puts its approval and blessings 
on every person sent out into the world with 
such a seal. The right to confer degrees be- 
longs to no individual or group of individuals. 
It cannot be acquired save from one source, 
and that source is the State. To this extent, 
then, the State is in partnership with every 
college and university. This partnership puts 
on the State definite duties and responsibili- 
ties. Unfortunately the State has regarded 
too highly its obligation. A degree is a piece 
of property with definite tangible valuation. 
* * * While a degree in arts is no longer in- 
terpreted as a license to teach, it has acquired 
new significance as the badge of an educated 
man, a mark of culture and scholarship. It 
admits to a nobility, a peerage, a historic ari- 
,. stocracy. The value attached to a degree de- 
pends on the conditions of its attainment. If 
degrees could be bought, they would be worth- 
less. If they were given for the completion 
of elementary courses in grammar, arithmetic, 

218 



Uniformity 

etc., they would be no longer sought after. It 
is highly desirable, then, that there 
should be an admitted uniformity of 
standard among all degree-conferring 
institutions, to the end that a definite 
value may attach in public estimation to the 
degrees conferred. * * * To our colleges and 
universities this matter is of the utmost im- 
portance. They can give no honor or distinc- 
tion greater than their degrees. This is the 
culminating point in their activity. They must 
preserve the high character of their degrees or 
their whole work falls to the ground. * * * 
And yet our best institutions are powerless to 
prevent the abuse of collegiate degrees. The 
very value of these rewards makes them 
eagerly sought by the unworthy and sold or 
given away by the unprincipled on an un- 
worthy basis. It is not enough to say that 
the worthless institution will in time be recog- 
nized or the pretentious impostors, even 
though they bear degrees, will be discovered. 
There should be some way to prevent the 
damage, to correct the evil before it is too 
late. * * * The State is a partner with every 

219 



Requirements for Degrees 

degree-conferring institution, and ought not 
to be always a silent partner. It should re- 
quire regular reports of official business, and 
should see to it that the good name of the firm 
is preserved. In allowing degrees to be con- 
ferred the State bestows a piece of property, 
sacred and inviolable, so far as outward vio- 
lence is concerned but it allows all that is of 
worth in that property to be destroyed by the 
reckless conduct of fraudulent imposters or 
indifferent pretenders." 

This long quotation is amply justified by its 
force and pertinency. 

Dr. Henry Wade Rogers, President of North- 
western University, in an address before the 
National Association in 1897 used the following 
forcible language: 

" The cause of professional as well as of 
academic education suffers from the want of 
adequate State supervision. We have in this 
country, schools of law, medicine, dentistry 
and pharmacy that appear to be organized and 
conducted for the purpose of making money. 
* * * The shorter the course of study, the 
cheaper the class of teachers; the less ex- 

220 



Uniformity 

pended for books and apparatus, and the 
easier it is made to be admitted and graduated, 
the greater the number of students becomes 
and the larger the amount of dividends paid. 
Men who make merchandise of professional 
education have low professional and scholastic 
ideals. They are inclined to receive all stu- 
dents who apply, without much regard to pre- 
vious preparation or moral character. They 
allow these students to continue without being 
concerned greatly as to the manner in which 
they apply themselves to study. They gradu- 
ate them after an attendance for the allotted 
period, without scrutinizing too closely the ex- 
tent of their ignorance, and confer a degree 
which in theory is supposed to stand for high 
attainments. This sort of thing, impossible in 
Europe, should be made impossible in Amer- 
ica. Such a condition of affairs is demoraliz- 
ing beyond question. It destroys the value 
of degrees. It imposes on the public a class of 
educational charlatans, and works injury to 
the students whom it falsely pretends to edu- 
cate. There should be no hesitancy in declar- 
ing that the interests of education, and, there- 

221 



Requirements for Degrees 

fore, the interest of the public, require, that 
when the State does not exercise a power of 
supervision and does not establish a minimum 
standard of admission and graduation, it 
should withhold from every stock-company 
the power of conferring degrees. 

State supervision justifying state recogni- 
tion of diplomas must be a supervision that ex- 
tends impartially over all degree-conferring 
institutions of the State, and which is exercised 
by prescribing standards and by seeing that 
those standards are honestly conformed to. 
Special privileges based on supervision that 
extends to less than the whole, no state should 
think of granting. * * * 

But there is no good reason why diplomas 
may not be accepted in lieu of examinations in 
states which really exercise supervision over 
the degree-conferring institutions. It would, 
however, be most unjust and unworthy to ac- 
cord to the diplomas issued by a state univer- 
sity any special privileges simply because it is 
an institution under state control, and any at- 
tempt of that kind might very properly arouse 
resentment to the prejudice of the institution 

222 



Uniformity 

concerned. There might be, in the same state, 
institutions under private control doing as 
good, if not better, work. To attach to the 
diplomas of the state university, because of its 
state character, any special privileges would 
manifestly be unfair, and the thought of it 
ought not to be entertained." 
The last quarter of the nineteenth century has 
shown marvelous educational progress. Some 
important problems have been solved, but many, 
equally important, still await solution. Of these 
unsolved problems the one under considera- 
tion, " Uniform Requirements for Degrees," 
is bequeathed for final settlement to the twen- 
tieth century. It is not, however, presumptuous 
to predict, judging from the present agitation, 
that the next decade will give a practical answer 
to this momentous question. 

As the Federal government exercises no con- 
trol over education in the States, action must be 
taken by the several States. Genuine interest 
in the real welfare of their respective States 
should cause the friends of State institutions 
and of the denominational colleges to rise above 
local prejudice and petty jealousies, and unite 

223 



Requirements for Degrees 

to accomplish a masterly piece of statesmanship. 
Who would betray his innate listlessness and 
lack of progressiveness by opposing a movement 
that promises so much? Right direction may 
be given to the movement, if State Teachers' 
Associations would adopt resolutions similar to 
the following: 

Whereas (i) the educational forces of our 
State by heartier co-operation may largely en- 
hance their usefulness and thus promote the 
general welfare of the State, and 

Whereas (2) the tendency of educational 
progress is toward uniformity of entrance and 
graduation requirements, and the proper super- 
vision to maintain standards; therefore, Be it re- 
solved, 

(I) That a Commission be organized consist- 
ing of the State Superintendent of Public In- 
struction, two representatives (to be elected by 
the respective faculties) of each institution 
chartered as college or university, which desires 
representation, one representative of each en- 
tirely private academy which desires representa- 
tion, and ten public high school men to be 
selected by the State Superintendent; 

224 



Uniformity 

(II) That this Commission be called to meet 
at the State capital, by the State Superintendent, 
who shall be ex-officio chairman, during the 
month next preceding the regular legislative 
session, to formulate a law for the re-organiza- 
tion of the Department of Public Instruction for 
the purpose of regulating degrees and supervis- 
ing higher education. 

(III) That the Commission be requested to 
appoint a committee of five to present the law 
and to memoralize the next Legislature with the 
understanding that the committee shall have the 
full support of the State Association* 



*These resolutions were adopted by the Arkansas State 
Teachers' Association, June 29, 1900. 



225 



CHAPTER XII. 

VISIONS AND DREAMS. 

The twentieth century will see: 
i. Church and State with mutual respect co- 
operating more fully in higher educational work. 

2. Each influential church systematizing its 
educational enterprises. 

3. A few strong universities without under- 
graduate departments. 

4. The thorough re-organization of the under- 
graduate department by such universities as re- 
tain it. 

5. The recognition of the true province of the 
college and its limitation to that province. 

6. The strengthening of the public high 
school and the private academy, and their rapid 
multiplication. 

7. A more perfect adjustment of high school 
and academy to the college. 

226 



Visions and Dreams 

8. Closer State supervision of higher educa- 
tion with enhanced value of all degrees. 

9. Issuance of State certificates to teachers 
for work done in institutions properly super- 
vised. 

10. College culture made more serviceable. 

11. Commercial education refined and broad- 
ened. 

12. Manual training, domestic science, ele- 
mentary agriculture, and physical culture in 
every good public school. 

13. More thorough preparation for admission 
to all professional schools. 

14. Professionally trained teachers in every 
school. 

15. Universities open all the year. 

16. Free public libraries in every strong com- 
munity. 

17. Liberal and popular taxation for educa- 
tion of all grades. 

18. General compulsory attendance in free 
schools. 

19. Abolition of illiteracy. 

20. The consecration of vast wealth to edu- 
cational endeavor. 

227 



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4-14 Cooper Institute 
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Songs of All the Colleges. Illuminated cloth cover. 
A welcome gift in any home! Adopted by college 
glee clubs everywhere ; by local glee clubs, choral 
societies, and other singing classes. Contains all the 
dear old familiar songs, as well as the popular new 
songs typical of alma mater in colleges east, west, 
south, north. Many old favorite tunes 
with new catchy, up-to-date words — se- 
rious, sentimental, humorous ; also the 
'rah, Wah kind. Yale men know, and 
the New Haven Union says : ' ' The 
question of what in the world to give a 
friend is in a great measure solved by the 
publication of songs of all the col- 
leges, which is suitable alike for the 
collegian of the past, for the student of 
the present, and for the boy (or girl) with 
hopes, also for the music-loving sister 
and a fellow's best girl. 

Says the University of Virginia Magazine : " To all who 
feel the heart-throb of a college song this collection offers a treat 
hardly to be refused." Another college paper: "They ri?ig true!" 

Everyone likes a college song, and this book is an 
ideal gift to place on the piano for one's friends to 
enjoy, even though one sings not at all one's self. 
Already in its seventh edition. $1,50. 

Commencement Parts. "Efforts" for all occasions. 
Orations, addresses, valedictories, salutatories, class 
poems, class mottoes, after-dinner 
speeches, flag days, national holidays, 
class-day exercises. Models for every 
possible occasion in high-school and 
college career, every one of the "ef- 
forts" being what some fellow has 
stood on his feet and actually delivered 
on a similar occasion — not what the 
compiler would say if he should 
happen to be called on for an ivy 
song or a response to a toast, or what 
not ; but what the fellow himself, when his turn 
came, did say ! Invaluable, indispensable to those 
preparing any kind of "effort." Unique. $1.50. 

New Dialogues and Plays. Life-like episodes from 
popular authors like Stevenson, Crawford, Mark 
Twain, Dickens, Scott, in the form of simple plays, 
with every detail explained as to dress, make-up, uten- 
sils, furniture, etc. For schoolroom or parlor. $1.50. 





College Men's 3-Miaute Declamations. Up-to-date 
selections from live men like Chauncey 
Depew, Hewitt, Gladstone, Cleveland, 
Presidents Eliot (Harvard) and Carter 
(Williams) and others. New material 
with vitality in it for prize speaking. 
Very popular. Eighth edition. $1.00. 

College Maids' 3-Miaute Readings. 
Up-to-date recitations from living men 
and women. On the plan of the popular 
College Men's 3-minute Declamations, 
and on the same high plane. $1.00. 

Pieces fof Prize Speaking Contests. Successful. $1.25. 
Pieces lot Prize Speaking Contests. Volume II. $1.25. 
Pieces for Every Occasion. Including 
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Handy Pieces to Speak. Single pieces 
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Intermediate, 20 cts. ; Advanced, 
20 cts. All three for 50 cts. On 
separate cards. 108 selections in all. 
Acme Declamation Book. Single pieces 
and dialogues. For boys and girls 
of all ages; all occasions. Paper, 
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have been sold. 
Pros and Cons. Complete debates of the affirmative 

and negative of the stirring questions of 

the day. A decided hit. This is another 
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other person who aspires to converse 
engagingly on the topics of the day. 
Our foreign policy, the currency, the 
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questions completely debated. Directions for organ- 
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and parliamentary rules. No other book like it. $1.50. 
Ten "Weeks' Course in Elocution. With numerous 
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Fenno's Science and Art of Elocution. $1,25. Standard. 





New Parliamentary Manual. By Edmond Palmer, 
A.B., instructor in Civics and Economics in the 
Englewood High School, Chicago. A manual 
designed to be used as a text book in high schools 
and colleges. The special feature of this book is 
the new and original table enabling one to decide 
at a glance any question arising on the subject of 
parliamentary procedure. Cloth. 75 cents. Wholly new 

Best Methods of Teaching in Country Schools, $1.25. 

200 Lessons Outlined in Arithmetic, Geography, 
Grammar, United States History, physiology. A 
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Mistakes of Teachers corrected by common sense (the 
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How to Become Quick at Figures. Enlarged Edition. $1.00. 

How to Prepare for a Civil Service Examination, with 
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Moritz' J000 Questions. For Entrance Examinations. 
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What Shall I Do ? 50 profitable occupations. $ J.00. 







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How to Use the Voice in Reading and Speaking. By 
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Eighty-nine volumes, viz. : (Interlinears next page). 

Caesar's Gallic War. The Seven Books. 

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Viri Romae. 

-ffischines Against Ctesiphon. 
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Aristophanes' Clouds. 
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Demosthenes' On The Crown. 
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Isocrates' Panegyric, in preparation. 



Lucian's Select Dialogues, two volumes. 

Lysias' Orations The only Translation extant. 

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Plato's Republic. 

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Schiller's Wallenstein's Death. 

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Corneille's The Cid. 

Feuillet's Romance of a Poor Young Man. 

Racine's Athalie. 

Who's Who in Mythology? iooo mythological char- 
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1000 Classical Allusions Briefly Explained. Locates the 
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The Simple A B C of Electricity. Can you explain 
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simplest facts regarding the telephone, the tele- 
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This little book states the facts in clear words 
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20th Century Educational Problems, By President Millar 
of Hendrix College. $J.00, 



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1112 pages. $2.00. 
Latin-English and English-Latin Dictionary, 941 

pages. $2.00. 
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1056 pages. $2.00. 
English-Greek Dictionary. Price $1.00. 

Dictionaries : The Handy Series. "Scholarship 
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Spanish-English and Eng.-Span., 474 pages. $1.00. 

Italian-English and Eng.-Ital., 428 pages. $1.00. 

New Testament Lexicon. Entirely new and 

up-to-date. With a fine presentation of the 

Synonyms of the Greek Testament. $1.00. 

Liddell & Scotfs Abridged Greek Lexicon. With new 
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"White's Latin-English Dictionary. $1.20. 
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Completely Parsed Caesar, and Vergil. See other page. 
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Brooks' Historia Sacra, with First Latin Lessons. Revised, 
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Brooks' First Lessons in Greek, with Lexicon. Revised 
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Brooks* New Virgil's Aeneid, with Lexicon. Revised 
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Interlinear Translations. Classic Series. Cloth. 16 vol- 
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Caesar 

Cicero's Orations. Enlarged Edition. 

Cicero on Old Age and Friendship. 

Cornelius Nepos. 

Horace, complete. 

Livy. Books XXI and XXII. 

Ovid's Metamorphoses, complete. 

Sallust's Catiline, and Jugurthine War. 

Virgil's iEneid. First Six Books, Revised. 

Virgil's ,-Eneid. Complete, the Twelve Books. 

Virgil's Eclogues, Georgics and Last 6 Books Aineid. 

Xenophon's Anabasis. 

Xenophon's Memorabilia. 

Homer's Iliad, First Six Books, Revised. 

Demosthenes On The Crown. 

New Testament, Without Notes. 
Completely Parsed Caesar. Book J. Each page bears 
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Completely Scanned-Parsed Vergil's Aeneid Bk. 1. $1.50. 
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New Testament with Notes, and Lexicon. Interlinear 
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Old Testament, Vol. 1. Genesis and Exodus Inter- 
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with Hebrew alphabet and Tables of the Hebrew 
verb. Cloth, $4.00; half leather, $5.00; Divinity 
Circuit. $6.00. 
Hinds & Noble's Hebrew Grammar. $1.00. 



May - 28 . 10O1 



MAY 13 1901 



